Chemistry Dissertation Topics

Chemistry Dissertation Topics

Info: 949 words (1 pages) Chemistry Dissertation Topics

Published: 20th May 2025 in Chemistry Dissertation Topics

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We provide safe dissertation topics that investigate the use of digital pedagogies, such as mobile augmented reality (AR), to improve learning outcomes, cognitive engagement, and conceptual understanding in general chemistry education.

Introduction

As the demands for more immersive and effective STEM education continue to rise, new pedagogical models, including flipped learning and mobile augmented reality (AR), have received more emphasis. These pedagogies have the potential to provide solutions for challenges in conceptual understanding and student engagement in general chemistry labs. Mobile AR can provide an interactive and scalable resource in resource-poor or large-enrolment scenarios to develop and reinforce experimental procedures and theoretical concepts outside of the common classroom context.

Background Context

Chemistry labs remain largely physical and led by instructors, despite a major shift in higher ed (especially in terms of digital pedagogies). There is a significant gap in the work evaluating mobile AR-supported flipped learning models in terms of supporting conceptual understanding and learner autonomy. Although there is emerging literature that suggests the combination of flipped pedagogies with mobile AR has improved academic performance, and improved student self-efficacy and satisfaction in terms of their lab engagement.

Future Research Topics

Augmented Learning Environments: Examining the effect of augmented reality simulations on students’ understanding of chemistry laboratory procedures.
Cognitive Load and Engagement: Investigating the impact of mobile augmented reality on students’ cognitive processing in laboratory-type tasks.
Educational Outcomes of Flipped Chemistry Laboratories: A comparison of learning outcomes from a mobile augmented reality supported flipped learning classroom and a traditional style of laboratory delivery.
Student Attitudes and Motivation: Explored the impact of affective variables when using mobile augmented reality in chemical education.

Potential Implications

  • Revise general chemistry curricula so for them integrate all the technology mediated learning modules.
  • Develop relevant AR tools that will simulate complicated chemical experiments in mobile access methods.
  • Support institutions in making decisions on educational technology for laboratory courses.
  • Support equity by providing more access to implement interactive lab experiences apart from physical labs.

    • Topic 1: Evaluating the Impact of Mobile Augmented Reality on Student Performance in Flipped General Chemistry Laboratories

    Background

    Mobile AR provides a visual and interactive representation of chemical phenomena. When integrated into flipped learning models, it may bridge the gap between theory and practice for undergraduate students.

    Research Questions

  • How does mobile AR influence conceptual understanding in general chemistry labs?
  • What is the impact of AR supported flipped learning methods on student outcomes as compared to traditional methods?
  • How do students perceive the usability and effectiveness of mobile AR tools?

    • Potential Implications

  • Provide empirical evidence for adopting AR in chemistry teaching strategies.
  • Influence learning management system (LMS) design to integrate AR modules.
  • Support academic departments in enhancing student outcomes in core science courses.

    • Suggested Reading

  • Hassan, R. A., & Yusof, M. F. (2025). The impact of augmented reality-supported flipped classrooms on student achievement and motivation in general chemistry. Pedagogical Research, 10(1), em0215.
  • Lee, M. J., & Chua, Y. K. (2025). Exploring the effectiveness of mobile AR-based feedback in undergraduate chemistry labs. Journal of Science Education and Technology, 34(2), 201–218.
  • Patel, S., & Kumar, R. (2025). A meta-review of augmented reality applications in STEM education: From cognitive gains to classroom practices. Educational Technology & Society, 28(1), 34–49.

    • Topic 2: Cognitive Load and Concept Retention in Augmented Reality-Enhanced Chemistry Labs

    Background

    One of the major criticisms of traditional chemistry labs is the overload of cognitive tasks, leading to poor retention. AR offers scaffolding that can reduce extraneous load while improving working memory use.

    Research Questions

  • How does mobile AR affect the intrinsic and extraneous cognitive load in chemistry labs?
  • What role does interactivity play in long-term retention of chemical knowledge?
  • Will there be a difference in retention rates or performance between AR-supported learners and non-AR learners?

    • Potential Implications

  • Assist educators in developing AR learning activities based on cognitive learning theory.
  • Improve lab manual design to include pre-lab AR practice sessions.
  • Guide future AR app development with a focus on mental load management.

    • Suggested Reading

  • Kwon, S., & Lee, J. (2025). Designing multimedia-based AR modules for conceptual understanding in undergraduate chemistry courses. Journal of Science Education and Technology, 34(1), 88–104.
  • Ramirez, T., & Delgado, C. A. (2025). Cognitive processing in multimedia-supported science learning: A study on instructional video integration in flipped chemistry classrooms. Educational Technology Research and Development, 73(2), 159–178.

    • Topic 3: Student Motivation and Attitude Toward Mobile Augmented Reality in Undergraduate Chemistry Education

    Background

    While learning performance is a key measure, the long-term adoption of technology-enhanced education also depends on student engagement, enjoyment, and self-confidence.

    Research Questions

  • What are students’ motivational responses to mobile AR-enhanced chemistry labs?
  • Does the use of augmented reality promote students’ sense of autonomy, competence, and connectedness in learning chemistry?
  • Are there differences in motivation based on students’ prior technology familiarity?

    • Potential Implications

  • Guide development of gamified or personalized chemistry learning apps.
  • Improve faculty training to align AR tools with student emotional and motivational needs.
  • Support funding proposals for tech-based education research in chemistry.

    • Suggested Reading

  • Zhou, Y., Wang, L., & Chen, M. (2025). Enhancing student engagement in chemistry laboratories through mobile augmented reality: An empirical study. Journal of Chemical Education, 102(2), 245–259.
  • Ali, H. M., & Bin Salleh, N. (2025). The effect of AR-assisted flipped learning on undergraduate students’ motivation and academic performance in general chemistry. Education and Information Technologies, 30(1), 98–116.

    • Conclusion

    Technology-enhanced chemistry education is no longer a futuristic vision—it’s a necessity. These dissertation topics integrate cognitive science, instructional design, and digital tools to empower future chemistry educators and researchers. By investigating how AR transforms lab learning, students can contribute to a more accessible, engaging, and effective STEM education model. Let your dissertation explore this dynamic field where pedagogy meets innovation.

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