Augmented Chemistry: Interactive Education System

Abstract

Current knowledge delivery methods in education should move away from memory based learning to more motivated and creative education. This paper will emphasize on the advantages tangible interaction can bring to education. Augmented Chemistry provides an efficient way for designing and interacting with the molecules to understand the spatial relations between molecules. For Students it is very informative to see actual molecules representation 3D environment, inspect molecules from multiple viewpoints and control the interaction of molecules.We present in this paper an Augmented Reality system for teaching spatial relationships and chemical-reaction problem-solving skills to school-level students based on the VSEPR theory. Our system is based on inexpensive webcams and open-source software. We hope this willgenerate more ideas for educators and researcher to explore Augmented Reality technology in the field of interactive education.

La producción científica sobre Realidad Aumentada, un análisis de la situación educativa desde la perspectiva SCOPUS

“…La búsqueda de información relevante sobre un contenido aparece de forma espontánea, y la tecnología de RA proporciona esa información de manera inmediata, lo cual aumenta la motivación del alumno por el descubrimiento y el aprendizaje (Singhal et al, 2012). Sin lugar a duda, la práctica metodológica de unir el aprendizaje con las estrategias de los juegos incrementa el compromiso del alumno con el aprendizaje y lo hace significativo.…”

A Meta-Analytic and Thematic Comparative Analysis of the Integration of Augmented Reality Applications into Education

“…Artırılmış gerçeklik uygulamalarının farklı birçok avantajı olduğu belirtilebilir. Bunlardan bazıları, öğrenme ortamlarında kullanılan materyallere daha kolay ulaşılması, bunun için gerekli eğitsel ihtiyaçların daha rahat karşılanması, süreçte yapılan uygulamalara rehberlik edilmesi, öğrenme eyleminin gerçekleşmesine, yaratıcı ve orijinal ortamların oluşturulması, öğrenci-öğrenci veya öğrenci-öğretmen arasındaki diyalogun gelişmesi ve araştırma becerilerinin gelişmesi şeklinde sıralanabilir (Kerawalla, Luckin, Seljeflot ve Woolard, 2006;Küçük, Yılmaz ve Göktaş, 2014;Özarslan, 2011;Singhal, Bagga, Goyal ve Saxena, 2012;Wojciechowski ve Cellary, 2013). AGU'nun özellikle, başarısı düşük öğrenciler üzerinde daha etkili öğrenim ortamları oluşturduğu belirtilmiştir (Cai, Wang ve Chiang, 2014).…”

A Review of Research on Augmented Reality in Education: Advantages and Applications

“…This review is organized Author Advantages of AR Singhal et al (2012) Supports seamless interaction between real and virtual environments and allows the use of a tangible interface metaphor for object manipulation Coffin et al (2008) Provide instructors with a way to strengthen students' understanding in the classroom by augmenting physical props with virtual annotations and illustrations Burton et al (2011) Creates a learning experience that is linked to the formal classroom, so that students can learn outside of class hours and outside of school limits Medina, Chen, and Weghorst (2008) Enables the visualization of interactions among amino acids and protein building processes as static 2D/3D images and 3D dynamic images (animations) www.ccsenet.org/ies International Education Studies Vol. 8, No.…”

“…AR has been used in different fields in education. In particular, AR provides an efficient way to represent a model that needs visualization (Singhal et al, 2012). AR also supports the seamless interaction between the real and virtual environments and allows a tangible interface metaphor to be used for object manipulation (Singhal et al, 2012 …”