Developing a Simple and Cost-Effective Markerless Augmented Reality Tool for Chemistry Education

Abstract

Traditional visualization methods have a limited capacity to enhance students’ understanding of 3D molecular structure and reactivity. Studies have shown that 3D visualization tools can play an essential role in improving students’ learning. Augmented reality (AR) is a technology that merges virtual objects with real-world images seamlessly. We have previously developed a “marker-based” AR app (ARchemy) for Android devices to help students visualize molecular structures in 3D. Using recent technological advancements, to avoid the limitation of using a printed marker, we have successfully developed a simple and low-cost “markerless” AR app, which can be used for both Android and iOS devices. Students who used the AR app saw a significant increase in understanding of the complexity of molecular structures compared to those who used traditional molecular modeling kits. This unique technology will not only help teachers create more interactive and engaging lessons but also benefit students by making it more accessible and cost-effective to access the resources from any place and at any time.

Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

“…Virtual objects can then be manipulated by students using simple finger gestures. Embedding virtual experiences has shown to have strong motivational implications, by engaging students in active learning based on situated experiences in applied contexts. − …”

Analysis of Artistic Creation and Design Methods in Universities Based on Augmented Reality and 5G Communication Technology

“…Feature Extraction in Augmented Reality. Augmented reality technology is a clever fusion of virtual information and the real world, widely using multimedia, three-dimensional modeling, real-time tracking and registration, intelligent interaction, sensing, and other technical means [9,10]. e audience can overlap the real world and the virtual scene generated by the computer into one body only by using corresponding external devices.…”

Posibilidades didácticas de la herramienta de realidad aumentada ZapWorks en la enseñanza de las ciencias. Una experiencia con estudiantes de un Máster en Profesorado

“…91-118 | 95 la Biología y la Geología. Estas herramientas, aplicadas en escenarios de enseñanzas de carácter experimental como las citadas, suponen un enorme potencial para favorecer los procesos de enseñanza y aprendizaje, ya que nos permiten complementar, amplificar, reforzar y enriquecer la información que nos aporta el espacio físico real del aula, haciendo los conocimientos científicos más comprensibles y accesibles y permitiendo a los estudiantes interactuar con ellos (Abdinejad et al, 2021;Chai et al, 2022;Cortés Rodríguez et al, 2021;Eriksen et al, 2020;Jiménez, 2019;Krüger et al, 2021;Liu et al, 2022;Macariu et al, 2020;Probst et al, 2021;Schmid et al, 2020;Wong et al, 2021).…”