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Augmented Reality (AR) allows students and teachers to overlay information from computers in the form of 3D objects, text, and animation onto reality. Learners can then interact and manipulate them in real time—individually and in groups small and large—with technology that most of them have in their pockets: smartphones. The opportunity to elucidate scientific concepts routinely misunderstood or difficult for students to grasp because of their inaccessibility has the potential to be transformative in classrooms across the content and grade spectrum. We examined the impact of this technology on science-averse preservice teachers’ (n = 22) understanding of the basic concepts of chemistry. Results indicate that the incorporation of AR technology can improve understanding and engage students who normally feel disconnected from scientific content.
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