Author Information
Zhangyl Abilbek, SDU University, KazakhstanAssel Bizhanova, SDU University, Kazakhstan
Kamshat Zholdasbek, SDU University, Kazakhstan
Lyazzat Daniyarkyzy, SDU University, Kazakhstan
Abstract
In the century of digitalism, the use of technology in education is transforming traditional pedagogy in science subjects such as chemistry, which typically involve abstract concepts and complex molecular structures. The study explores how new digital technologies such as virtual labs, augmented reality (AR), virtual reality (VR) and artificial intelligence (AI) are enriching students’ engagement, understanding and critical thinking in chemistry learning. A quantitative research project was conducted to survey 163 students in grades 7–11 to measure their perceptions of the effectiveness of technology in enhancing their learning experience. Results showed that 65% of students reported increased engagement in technology lessons, explaining that they enjoyed the lessons because the virtual labs were interactive and the AR/VR experiences were immersive. The equipment allowed students to visualize chemical reactions and molecular structures in three dimensions, bridging theory and practice. In addition, 53% of students agreed that virtual labs helped them think critically and solve problems more effectively by enabling safe experiments and manipulation of variables. The study identified some pressing issues such as device shortages, system malfunctions, and teacher readiness. These impacts represented a digital divide in education in under-resourced schools. To ensure equal access and effective use of computer-based chemistry learning materials, the study concluded with policy implications for legislators and educators.
Paper Information
Conference: ECE2025Stream: Design
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Abilbek Z., Bizhanova A., Zholdasbek K., & Daniyarkyzy L. (2025) Exploring the Role of Emerging Technologies in Chemistry Education: A Study on Student Engagement and Equity ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 315-324) https://doi.org/10.22492/issn.2188-1162.2025.27
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.27
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