AR Enrichment: Advancing Practical Chemistry Skills-Based Education

Abstract Augmented reality (AR) offers promising opportunities to enhance both conceptual and procedural learning within practical chemistry education. This paper evaluates two complementary implementations of the Microsoft HoloLens2 at Queen Mary University of London (QMUL). During the Covid-19 pandemic, the HoloLens2 was used to deliver remote laboratory teaching through real time demonstrations enriched with holographic overlays. Survey responses from 148 students indicated strong engagement and improved understanding of experimental procedures while learning at a distance. Following the return to in person teaching, a library of AR instructional guides was co-created with undergraduate students and embedded within QMUL’s skills based first year laboratory curriculum. Across two academic years, 24 students used the guides to practice selected techniques independently, generating 49 technique-level matched pre/post confidence ratings. Ninety four percent of responses showed increased confidence, with the largest gains in techniques students initially found unfamiliar or complex. Qualitative analysis highlighted the value of step-by-step holographic instructions, visual learning support and the opportunity for self-paced practice without assessment pressure. These findings suggest that AR-supported practice may enhance students’ self-reported confidence and perceived preparedness for laboratory procedures. Qualitative feedback also indicated perceived benefits relating to independent learning and engagement, highlighting the potential of AR-supported approaches within skills-focused chemistry curricula.