Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics inorganic stereochemistry, can be employed environment. The design aspects our were guided by principles Self-Determination Theory (SDT)─an intrinsic-extrinsic theory motivation. We sought actively support fundamental needs competency, autonomy, and relatedness. Our control group was provided a copy EEA utilized two-dimensional drawings. Reported measures competency seen as positive predictor intrinsic However, in study, not observed academic performance. introduction AR, over above EEA, did result any significant differences reported or post-test scores stereochemistry test instrument. Collected qualitative data suggest participants found useful engaging. Through students’ discussions, we have evidence psychological satisfaction outlined SDT. provides one approach implementing style activity, way supports virtual presence scalable large student cohorts.