Prototype of a Transition Metal Visualization App for the Learning of Stereochemistry in a General Chemistry Course: Initial Findings and Reflections

Abstract

As part of COVID-19 preparedness, a student-developed, Android-based app was used as a pre-laboratory learning aid for a molecular modeling laboratory in a first-year general chemistry course. A worksheet activity with trigger codes and questions related to spatial features of transition metal complexes was designed. Using the Transition Metal Visualization (TMVis) app, learners activated augmented reality models on their mobile phones. Actual models were then constructed in class. Mean stereochemistry post-laboratory grades increased with stronger worksheet grades, though differences between worksheet grades for app and non-app users were not significant. Feedback revealed that approximately 60% of respondents preferred the physical modeling kit, citing ease of visualization and hands-on interactivity as its key strengths. Improvements for future work were proposed in light of the results and limitations.

Development and Evaluation of a Marker Arrangement-Based Mobile Augmented Reality Application for Learning Covalent and Ionic Bonding in the High School Curriculum

“…However, in most prior studies applying AR to chemical bonding, the entire bond was typically visualized on a marker, which is usually a geometric pattern or a physical object in the real world. − Only a few applications can recognize chemical bonding by arranging markers in which atoms are augmented. However, these applications have some technical limitations.…”

App-Free Method for Visualization of Polymers in 3D and Augmented Reality

“…As such, physical models are often used by lecturers and students to help with the visualization of a chemical species. Augmented reality (AR) and 3D models are accessible tools that are slowly gaining traction within the chemical and biochemical communities. − For example, these tools have been used to enhance learning and safety practices in the laboratory − and to provide an engaging and interactive way to visualize chemical species. − For these visualization technologies, a limited number of models and animations are created and accessed via a mobile application, Web site, or quick response (QR) codes. ,,,,,− Typically, these models consist of small molecules (∼100 atoms or less) represented as atomistic models or large molecules such as proteins represented as simplified models like “ribbons” and “sheets”. The data used for creating 3D models of these systems can be easily accessed via databases such as the Cambridge Crystallographic Data Base or the Protein Data Bank .…”

A Mobile Device Application for Visualizing Molecular Symmetry and Orbitals in Augmented Reality

“…With smartphones becoming omnipresent in recent years, there has also been an explosion of educational applications for mobile devices (e.g., smartphones and tablets). − These are capable of capitalizing on an integrated camera and touchscreens which can allow students to interact with the molecular level of chemistry in a novel way . Among the applications available, a number have taken advantage of recent advances in extended reality including augmented reality (AR) where digital elements can be overlaid onto the real-world environment through the device screen. ,,,,− This offers an enhanced and immersive experience, and there is mounting evidence to suggest that AR is a promising pedagogical resource for enhancing student understanding and increasing motivation. ,,,,,− However, to the authors’ knowledge only a few AR applications published to date include some limited aspects of symmetry or orbitals, ,,, with none offering a comprehensive tool for visualizing and teaching these important chemical concepts. Herein we report a free, accessible, and easy-to-use application (app) for visualizing aspects of symmetry and orbitals of simple molecules using augmented reality on a mobile device.…”