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Visualization Mind tools enable students to obtain experience of observing commonly invisible phenomena. Although we often approach gases in daily life, they are not observable with the naked eye. Thus, students may have numerous misperceptions when learning the properties and phenomena of gases. In this study, an augmented reality technique will be used to establish an interactive visualization Mind tools learning model that enables students to adjust the parameters of pressure and temperature, then they can observe the diversification inside the gases accordingly, thereby improving their learning performance. The experiment will be conducted in association with the teaching unit progress of gases in the 11th grade chemistry course. Two classes of students will be randomly assigned to the experimental and the control group. After conducting the experiment, an in-depth exploration of whether the learning model can effectively improve students' problem solving abilities and learning achievement will be measured.
Yang et al. (2015) studied this question.