Abstract The use of augmented reality (AR) in education is an emerging trend aimed at improving students' learning outcomes and affective factors. This study further investigated the effects of AR learning activities combined with different approaches, including teacher-centered demonstration and student-centered hands-on, on the conceptual understanding of chemistry and interest in science. Participants of this study included 104 ninth graders from four classes at a junior high school, who were taught by the same chemistry teacher. A quasi-experimental research design was conducted to compare students' pretest, immediate posttest, and delayed posttest scores. Statistical findings were further supplemented by student interviews toward the activities. Results showed that the hands-on learning group performed significantly better on the chemical reactions concept test and interest questionnaire of the immediate posttest than the demonstration learning group. Retention effects also revealed that the students’ conceptual understanding of chemical elements remained effective four months after completion of the learning activities. No significant decline of situational interest and a slightly upward trend of individual interest were found in both groups. According to the interview responses, students were satisfied with the hands-on activities and appreciated the opportunity to be active learners. From this study, hands-on AR could serve as a promising strategy to motivate students in learning chemistry not only for immediate effectiveness but longstanding influence.

中文翻译：

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使用增强现实来试验化学课程中的元素

摘要 增强现实（AR）在教育中的应用是一种新兴趋势，旨在提高学生的学习成果和情感因素。本研究进一步调查了 AR 学习活动结合不同方法（包括以教师为中心的演示和以学生为中心的动手）对化学概念理解和对科学的兴趣的影响。这项研究的参与者包括一所初中四个班级的 104 名九年级学生，他们由同一位化学老师任教。进行了准实验研究设计以比较学生的前测、即时后测和延迟后测分数。学生对活动的采访进一步补充了统计结果。结果表明，动手学习组在化学反应概念测试和即刻后测的兴趣问卷上的表现明显优于演示学习组。保留效应还表明，在完成学习活动四个月后，学生对化学元素的概念性理解仍然有效。两组均未发现情景兴趣明显下降，个人兴趣略有上升趋势。根据访谈反馈，学生对实践活动感到满意，并感谢有机会成为主动学习者。从这项研究中，实践 AR 可以作为一种有前途的策略，不仅可以立即有效而且可以长期影响学生学习化学。