Engineering simulations have opened several gates for today's chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of educational digital environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. A case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide unexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.
Traditionally, laboratory practice aims to establish schemas learned by students in theoretical courses through concrete experiences. However, access to laboratories might not always be available to students. Therefore, it is advantageous to diversify the tools that students could use to train practical skills. This technology report describes the design, development, and first testing of a mobile augmented reality application that enables a hands-on learning experience of a titration experiment. Additionally, it presents the extension of the TrainAR framework for chemical education through the implementation of specific domain features, i.e., logbook, graph, and practical oriented hints. To test the application, 15 participants were recruited from five different high schools and two universities in Belgium. The findings reflect that the MAR Lab app was well-received by the users. In addition, they valued the design elements (e.g., logbook and multiplechoice questions), and the system has "good" usability (SUS score 72.8, SD = 14.0). Nevertheless, the usability and learners' experience can be improved by tackling technical problems, providing more explicit instructions for subtasks, and modifying certain features. Therefore, future development will concentrate on improving upon these shortcomings, adding additional levels to target a larger audience, and evaluating the improvements' effects with more participants.
Augmented reality (AR) is considered one of the top technologies that will revolutionize the future of education. Real-time interaction, different formats of visualization, and the merge of the real and digital world may open up new opportunities for teaching and learning. Although AR is easily accessible via mobile phones, the extent to which this technology will be adopted greatly depends on the user experience. The user reviews of mobile applications or so-called "apps" are a potential source of information for designers, software developers, and scholars interested in understanding the user experience. This study investigates the current state of the user experience of augmented reality apps by extracting and classifying the information from reviews published in the Google Play Store. A set of 116 educational mobile AR apps were mined from the Google Play Store, and a total of 1,752 user reviews were retrieved and classified. Results suggest developers of educational mobile AR apps need to solve technical problems, improve certain features, and provide more explicit instructions to users. Regardless of these needs, users recognize that these apps have great potential as educational tools. Future developments should focus on tackling these shortcomings, expanding the use of AR apps to more fields of education, and targeting specific audiences to extend the technology adoption.
N‐Substituted tetrahydroimidazo[1,2‐f]phenanthridines (TIPs) and dihydroimidazo[1,2‐f]phenanthridines (DIPs) have a variety of interesting properties, but structural variations of these compounds have, until now, included nitrogen substituents. Herein, TIPs and DIPs that have electron‐withdrawing groups on the phenanthridine moiety have been synthesized. A microwave‐mediated one‐pot intramolecular Diels–Alder reaction of furan (IMDAF) and subsequent aromatization were employed as the key steps. The electron‐deficient dihydrophenanthridines constructed by an IMDAF were oxidized in situ by 2,3‐dichloro‐5,6‐dicyano‐1,4‐benzoquinone (DDQ), and the salts generated were treated with benzylamine to give N‐benzyl TIP compounds. These TIPs were remarkably stable towards air‐mediated oxidation relative to those TIPs that do not contain electron‐withdrawing substituents and were isolated in high yields. Electron‐deficient TIPs were easily oxidized to give the corresponding DIPs by treatment with N‐bromosuccinimide.
Bunno's Fabulous Soap-Making Challenge is intended to be both, a game that is played for fun and a game from which subject content can be learned. The game is modeled on and represents authentic, real-world chemical processes. Specifically, it promotes the learning of aspects central to the soap-making process. The game is a resource-managing game in which players plan, organize, and execute the production of soap. Players source the raw materials, acquire the technical equipment, create an efficient lab setup and produce and sell soap in an economically sustainable way. The game is centrally based on the idea of constructivist learning. Players encounter an inspiring and challenging situation and are active, in control, and make their own decisions and experiences. Their actions trigger immediate responses and are consequential. The main contribution of this article is a detailed description, a conceptual explanation, and a critical discussion of the game design. In addition, this article briefly describes the educational theory which informs the project, how the game design is actually realized in the implemented game and how it can be played, and the game's educational content and the projected learning outcomes.
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