A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors’ experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre- to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.

对 K-9 希腊学生进行了一项研究，以评估将 Arduino 实验纳入中学化学教育如何影响陈述性知识获取。一个数字应用程序 (DA) 将 Arduino 传感器的实验与数字教育材料（包括虚拟实验室 (VLs)）相结合，是从零开始构建的，供三个不同的学生通过互动板 (IB) 作为学习工具使用组（N = 154)。在学习过程的第一阶段，所有小组都只使用了 DA 的数字材料。第二阶段，三组分别使用了DA的不同学习工具。通过 IB，第一组使用 Arduino 实验，第二组使用 VL，第三组仅使用静态可视化。测试前后的统计分析表明，前两组在陈述性知识测试中的成绩相当，并且水平高于第三组。因此，可以得出结论，在混合的虚拟物理环境中进行 Arduino 实验会在陈述性知识方面获得与通过 IB 使用 VL 实验所获得的相同的学习收益。