Accessible Augmented Reality Chemistry Lab for Students in Developing Countries

This study explores the challenges of teaching science, especially chemistry, in developing countries, with a focus on Tanzania. It highlights the issues of insufficient teaching resources, limited educator capacity, and inadequate infrastructure, which undermine educational quality and student performance. Despite government initiatives such as free education, the lack of resources for practical sessions and accessible materials for science persists, significantly affecting inclusive learning environments. To address these challenges, the study introduces the development of an Augmented Reality (AR) Lab tool designed to enhance learning experiences. This mobile app-based AR tool allows students to visualize and interact with chemical concepts without a physical lab, aiming to improve accessibility, especially for visually impaired learners. The study employed a case study methodology at St. Jude Secondary School, using mixed data collection methods, including focus groups to gather user stories focused on safety, familiarity with lab apparatus, and accessibility features of people with visual impairment. These stories guided the agile scrum development of the AR tool. Results demonstrate that the AR tool significantly enhances learning outcomes by increasing accessibility, motivation, performance, immersion, and engagement, offering a promising solution to the educational challenges faced in developing countries.