Supporting Chemistry Students' Understanding of Zeolites with Mixed Reality

Abstract

Mixed reality technology is likely beneficial to chemistry education, yet little research has been done on the topic. In this study, I explore considerations in the design of a mixed reality tool that supports chemistry students’ understanding of zeolites. The design was informed by expert meetings, an expert workshop, concept mapping and rapid prototyping with mixed reality technologies available online. The design was subsequently evaluated via walk-throughs and semi-structured interviews with a chemistry teacher and an educational designer. The findings suggest that, at least for the secondary school level, it is easier to identify learning processes than subject areas that may benefit from mixed reality. Micro-macro-meso level reasoning about carbon cracking with zeolites was found to be a viable topic. Five choices that must be made in the design process are identified and described. Although the findings are not exhaustive, they may serve as an example or starting point for educational designers and chemistry teachers who are designing a mixed reality tool. Recommendations are given about how to select a chemistry subject area or learning process and a mixed reality platform. Outsourcing the development process is only recommended after several prototypes have been developed and evaluated.