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Peer Instruction (PI), a student-centred teaching method, engages students during class through structured, frequent questioning, facilitated by classroom response systems. The central feature of PI is the ConcepTest, a question designed to help resolve student misconceptions around the subject content. Within our coordination chemistry PI session, we provide students two opportunities to answer each question -- once after a round of individual reflection, and then again after a round of augmented reality (AR)-supported peer discussion. The second round provides students with the opportunity to "switch" their original response to a different answer. The percentage of right answers typically increase after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. For the six questions posed, we analysed students' discussions, in addition to their interactions with our AR tool. Furthermore, we analyse students' self-efficacy, and how this, in addition to factors such as ConcepTest difficulty influence response switching. For this study, we found that students are more likely to switch their responses for more difficult questions, as measured using the approach of Item Response Theory. Students with high pre-session self-efficacy switched from right-to-wrong (p < 0.05) and wrong-to-different wrong less often, and switched from wrong-to-right more often than students with low self-efficacy. Students with a low assessment of their problem solving and science communication abilities were significantly more likely to switch their responses from right to wrong than students with a high assessment of those abilities. Analysis of dialogues revealed evidence of the activation of knowledge elements and control structures.

There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With the increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics of inorganic stereochemistry, can be employed within an online environment. The design aspects of our activity were guided by principles of Self-Determination Theory (SDT)-an intrinsic-extrinsic theory of motivation. We sought to actively support the fundamental needs of competency, autonomy, and relatedness. Our control group was provided with a copy of our EEA that utilized two-dimensional drawings. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, in this study, this was not observed to be a positive predictor of academic performance. The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on our stereochemistry test instrument. Collected qualitative data suggest that participants found the activity to be useful and engaging. Through students' discussions, we have provided evidence of how design aspects of the EEA support the psychological needs satisfaction outlined by SDT. The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence and is scalable to large student cohorts.