# A Virtual Experiment for Learning the Principle of Daniell Cell Based on Augmented Reality
## 3 Empirical Research
### Analytical Results
The standard deviations for the categories were between 0.78 and 0.83. The overall average score of the questionnaire survey was 3.98. The internal consistency reliability for each category was calculated as learning contents: \(\alpha\) = 0.83, user interface: \(\alpha\) = 0.89, reality: \(\alpha\) = 0.84, learning motivation: \(\alpha\) = 0.89, and practicality: \(\alpha\) = 0.85. In the category of learning contents, an average of 63% of users agreed or strongly agreed that the virtual experiment could increase their understanding in the experimental process. The results correspond with the answers to the unstructured question, for example: \"The virtual experiment is impressive and it is easier for me to understand the chemical concepts\", \"Using the virtual experiment, I can observe the submicroscopic motion of electrons and ions\", and \"I can see the experimental results more clearly and it helps me better understand the Daniell cell's principle\". In the category of user interface, an average of 73% of users agreed or strongly agreed that the interface design of the virtual experiment satisfied their needs during the operating process. The results correspond with the answers to the unstructured question, for example: \"Compared with the real experiment, the virtual experiment is more convenient and time-saving\", \"It can avoid errors and reduce the experimental waste\", and \"Using the tablet PC and VR cards to conduct the virtual experiment is simpler and more fun\". In the category of system reality, an average of 64% of users agreed or strongly agreed that the simulation of chemical reactions and the process of conducting the virtual experiment were realistic. The results correspond with the answers to the unstructured question, for example: \"The virtual experiment is helpful to spatial cognition\", \"I can observe the submicroscopic phenomena such as the changes of chemical bonds and molecular struc  
tures\", and \"I can observe the movement of electrons and ions to understand the concept of a redox reaction\". In the category of learning motivation, an average of 65% of users agreed or strongly agreed that conducting the virtual experiment could increase their interest and learning motivation. The results correspond with the answers to the unstructured question, for example: students were \"interested and engaged\" in conducting the virtual experiment and it could inspire them to \"have different ideas about learning chemistry\". They thought they could \"learn more from trial and error\". In the category of practicality, an average of 70% of users agreed or strongly agreed with the application of virtual experiments and its extension to other courses. The results correspond with the answers to the unstructured question, for example: \"I can learn more than I do from the textbooks to enhance the understanding about the battery\", \"I can see clearly the invisible phenomena in the submicroscopic world to understand its principle\", and \"It is an option for those who have difficulty conducting chemistry experiments due to the lack of experimental equipment\".