Use of Augmented Reality in the Instruction of Analytical Instrumentation Design

Naese, Joseph A.; McAteer, Daniel; Hughes, Karlton D.; Kelbon, Christopher; Grinias, James P.

doi:10.1021/acs.jchemed.8b00794

Cited by 49 publications

(58 citation statements)

References 23 publications

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“…Two impediments to the deployment of three‐dimensional visualization tools in teaching relate to (a) ease of instructor implementation and (b) limitations of student hardware. Augmented reality (AR) has seen recent adoption in the general chemistry laboratory, with some use in biochemistry laboratories 1–4 . Most educational AR reports to date have employed bespoke applications, creating a barrier to rapid deployment and adjustment by instructors.…”

Section: Figurementioning

confidence: 99%

“…Augmented reality (AR) has seen recent adoption in the general chemistry laboratory, with some use in biochemistry laboratories. [1][2][3][4] Most educational AR reports to date have employed bespoke applications, creating a barrier to rapid deployment and adjustment by instructors. Here, we report an AR application for structural biology education that is particularly well-suited to rapid deployment in remote education.…”

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confidence: 99%

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Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology

Hoog

Aufdembrink

Gaut

et al. 2020

Biochem Molecular Bio Educ

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Structural biology education commonly employs molecular visualization software, such as PyMol, RasMol, and VMD, to allow students to appreciate structure-function relationships in biomolecules. In on-ground, classroombased education, these programs are commonly used on University-owned devices with software preinstalled. Remote education typically involves the use of student-owned devices, which complicates the use of such software, owing to the fact that (a) student devices have differing configurations (e.g., Windows vs MacOS) and processing power, and (b) not all student devices are suitable for use with such software. Smartphones are near-ubiquitous devices, with smartphone ownership exceeding personal computer ownership, according to a recent survey. Here, we show the use of a smartphone-based augmented reality app, Augment, in a structural biology classroom exercise, which students installed independently without IT support. Post-lab attitudinal survey results indicate positive student experiences with this app. Based on our experiences, we suggest that smartphone-based molecular visualization software, such as that used in this exercise, is a powerful educational tool that is particularly well-suited for use in remote education.

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Section: Figurementioning

confidence: 99%

mentioning

confidence: 99%

Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology

Hoog

Aufdembrink

Gaut

et al. 2020

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Augmented Reality (AR), which is the projection of virtual information onto a real-world object, has been applied in the classroom and in the laboratory. [14][15][16][17] Also, AR Technology was used on the Android operating system for chemistry learning. 7 2D barcode or quick response (QR) code is known as a kind of AR.…”

Section: Introductionmentioning

confidence: 99%

Next generation of chemistry and biochemistry conference posters: Animation, augmented reality, visitor statistics, and visitors' attention

Faridi

Ghaderian

Honarasa

et al. 2021

Biochem Molecular Bio Educ

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Every branch of science needs visitors' attention during the poster presentation session at conferences, symposiums, seminars, etc. In particular, participants in the chemistry and biochemistry conference need more visual tools to explain their research work in detail. Presence of smartphones and the ability of 2D barcodes will allow chemical reactions or processes to be shown in the form of a movie, animation or augmented reality (AR). Therefore, the next generation of posters will be more interested in this view. Here, the ability of 2D barcodes or QR codes to help researchers to catch more attention in their research work was presented during a poster presentation session. In this way, the visitors showed positive attitudes to the applicability of such tools. Also, some information including the number of poster visitors and interesting topics in the conference can be collected easily which is useful for the scientific and organizing committee of conferences. As a result, biochemistry conference posters can be presented in new ways, based on animation images or video, to capture the attention of viewers and deepen their understanding of poster concepts.

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“…First, understanding the individual components within an instrument is important to go beyond treating them as simple ''black boxes'' (1). Seeing instruments in person allows students to observe their inner workings (2) and visualize how source, sample, and detector components are assembled (e.g., the 908 arrangement of light source and detector within a fluorometer compared with the 1808 alignment in an ultraviolet-visible spectrophotometer). Additionally, a hands-on effort for developing the skills to work with experimental methods is needed.…”

Section: Introductionmentioning

confidence: 99%

Remote Exploration of Experimental Biophysical Instrumentation in Core Facilities

Kisley

2021

The Biophysicist

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Biophysics is defined by the experimental data that are collected on an extensive array of powerful and elegant tools. To solve important problems in biophysics, an understanding of the capabilities and limitations of the current instrumental methods is needed. Although lecture-based courses can instruct students on the physical principles of biophysical instrumentation, the actual practical use of instrumentation can seem far from the concepts taught through presentations or books. Traditionally, laboratory courses can expose students to hands-on use and understanding of experimental methods. During the COVID-19 pandemic, laboratory-based courses were challenging or, at times, prohibited. The educational aim of this article is to connect the instrumental concepts learned in lecture to the use of instruments for experiments when students are unable to go into laboratory environments. I present a low-stakes assignment for students to explore the biophysical instrumentation at core facilities. Prompts were provided to guide students through methods and challenges when using an instrument in a laboratory. These were then shared in a group environment so students could learn about multiple instruments in a single class and further benefit from social interactions with their peers, combating isolation during remote courses. Beyond remote instruction during COVID-19, this assignment can be applicable to future courses where laboratory work is cost-, time-, or location-prohibitive. Adaptations for in-person instruction are also discussed.

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Use of Augmented Reality in the Instruction of Analytical Instrumentation Design

Cited by 49 publications

References 23 publications

Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology

Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology

Next generation of chemistry and biochemistry conference posters: Animation, augmented reality, visitor statistics, and visitors' attention

Remote Exploration of Experimental Biophysical Instrumentation in Core Facilities

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