New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web

Pence, Harry E.; Williams, Antony J.; Belford, Robert E.

doi:10.1002/9783527679300.ch28

Cited by 12 publications

(12 citation statements)

References 48 publications

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“…Information about the environment and its objects is overlaid on the real world. Nowadays, there are two types of augmented reality commonly used on smart phones: markerless (adding of digital information to the image on a cell phone camera based on the global positioning system, such as GPS location) and markered (uses a physical reference point) 8,9 . Markered augmented reality is especially useful for chemists because it provides an easy way to connect information directly to a physical object, like a scientific instrument, or to place a Web link on a sheet of paper or a book 10,11 .…”

Section: Introductionmentioning

confidence: 99%

Using Augmented Reality to Stimulate Students and Diffuse Escape Game Activities to Larger Audiences

Estudante

Dietrich

2020

J. Chem. Educ.

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In a world engaged in a perpetual race for progress, Augmented Reality (AR) is a new frontier that has attracted much research attention in recent years. The generalization of smartphones and the miniaturization and democratization of connected gadgets are leading to new uses and new expectations. In this article, we provide an AR application to the trending educational activity of escape games in order to diffuse AR to a large audience. As the application of an educational escape game, which is a good tool to improve the motivation and communication skills of students, requires considerable time for design, manufacturing and operating, a numeric, mobile AR version is proposed here. For this purpose, an original paper-based version of the scenario is presented, principally turning around the Solvay Process for high-school/college audience. In this scenario, the students are led to follow in the footsteps of a young Belgian physicist, Ernest Solvay. Through enigmas, participants discover a secret room containing Solvay's secrets in Brussels. Puzzles about the periodic table of elements, the CPK color code, chemical reaction balancing, the notion of molar mass, the Solvay process, or the philanthropic conferences organized by Solvay and the many other scientists involved are used to illustrate the chemical process discovered. This scenario and the Leblanc process scenario have been adapted to an AR experience with the open application Metaverse. Unlike conventional escape game or escape lab activities, our AR escape games can be easily diffused to large audience classrooms without the presence of any teacher being required and without any systematic preparation. The advantages and limits of such tools are discussed. The feedback received from students that participated in a test exercise with the tool corroborates the increase of motivation through such activities.

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Section: Introductionmentioning

confidence: 99%

Using Augmented Reality to Stimulate Students and Diffuse Escape Game Activities to Larger Audiences

Estudante

Dietrich

2020

J. Chem. Educ.

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“…By associating semantic identifiers like the InChI with words (chemicals) the WHG can also connect documents to a variety of software agents and databases. Technologies like the WHG also have the potential to enable new forms of virtual cognitive artifacts [ 48 ] that can impact human reasoning processes. This is evidenced by the Molecular Editor Enabled Semantic Framework, which could enable knowledge discovery via inductive reasoning processes connected to the printed corpus.…”

Section: Discussionmentioning

confidence: 99%

WikiHyperGlossary (WHG): an information literacy technology for chemistry documents

et al. 2015

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BackgroundThe WikiHyperGlossary is an information literacy technology that was created to enhance reading comprehension of documents by connecting them to socially generated multimedia definitions as well as semantically relevant data. The WikiHyperGlossary enhances reading comprehension by using the lexicon of a discipline to generate dynamic links in a document to external resources that can provide implicit information the document did not explicitly provide. Currently, the most common method to acquire additional information when reading a document is to access a search engine and browse the web. This may lead to skimming of multiple documents with the novice actually never returning to the original document of interest. The WikiHyperGlossary automatically brings information to the user within the current document they are reading, enhancing the potential for deeper document understanding.ResultsThe WikiHyperGlossary allows users to submit a web URL or text to be processed against a chosen lexicon, returning the document with tagged terms. The selection of a tagged term results in the appearance of the WikiHyperGlossary Portlet containing a definition, and depending on the type of word, tabs to additional information and resources. Current types of content include multimedia enhanced definitions, ChemSpider query results, 3D molecular structures, and 2D editable structures connected to ChemSpider queries. Existing glossaries can be bulk uploaded, locked for editing and associated with multiple social generated definitions.ConclusionThe WikiHyperGlossary leverages both social and semantic web technologies to bring relevant information to a document. This can not only aid reading comprehension, but increases the users’ ability to obtain additional information within the document. We have demonstrated a molecular editor enabled knowledge framework that can result in a semantic web inductive reasoning process, and integration of the WikiHyperGlossary into other software technologies, like the Jikitou Biomedical Question and Answer system. Although this work was developed in the chemical sciences and took advantage of open science resources and initiatives, the technology is extensible to other knowledge domains. Through the DeepLit (Deeper Literacy: Connecting Documents to Data and Discourse) startup, we seek to extend WikiHyperGlossary technologies to other knowledge domains, and integrate them into other knowledge acquisition workflows.Electronic supplementary materialThe online version of this article (doi:10.1186/s13321-015-0073-7) contains supplementary material, which is available to authorized users.

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“…For example, Giere (2002a;see also Cheon 2014;Toon 2014;Pence et al 2015) investigates how scientific models can be part of distributed cognitive systems. He says that models are not just aids for cognition, but are when properly manipulated, part of a distributed cognitive process.…”

Section: Ronald Gierementioning

confidence: 99%

The cognitive integration of scientific instruments: information, situated cognition, and scientific practice

Heersmink

2015

Phenom Cogn Sci

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Researchers in the biological and biomedical sciences, particularly those working in laboratories, use a variety of artifacts to help them perform their cognitive tasks. This paper analyses the relationship between researchers and cognitive artifacts in terms of integration. It first distinguishes different categories of cognitive artifacts used in biological practice on the basis of their informational properties. This results in a novel classification of scientific instruments, conducive to an analysis of the cognitive interactions between researchers and artifacts. It then uses a multidimensional framework in line with complementarity-based extended and distributed cognition theory to conceptualize how deeply instruments in different informational categories are integrated into the cognitive systems of their users. The paper concludes that the degree of integration depends on various factors, including the amount of informational malleability, the intensity and kind of information flow between agent and artifact, the trustworthiness of the information, the procedural and informational transparency, and the degree of individualisation.

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New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web

Cited by 12 publications

References 48 publications

Using Augmented Reality to Stimulate Students and Diffuse Escape Game Activities to Larger Audiences

Using Augmented Reality to Stimulate Students and Diffuse Escape Game Activities to Larger Audiences

WikiHyperGlossary (WHG): an information literacy technology for chemistry documents

The cognitive integration of scientific instruments: information, situated cognition, and scientific practice

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