Ionic and Metallic Bonding Visualization Using Augmented Reality

Augmented Reality (AR) is one of the smartphone technologies that can be used to experience three-dimensional object visualization with integrated information. It can also be used as a support tool for learning different topics. One of these is chemical bonding. Thus, this study aimed to visualize ionic and metallic bonding via the use of AR in order to improve the cognitive skills of students. A marker and three-dimensional model for each chemical element were created. Each marker exhibited a unique pattern that was tracked by the application to obtain visualization. The AR engine and game engine utilized by the application include Vuforia and Unity. This research study created a framework that can be re-developed to facilitate other types of chemical bonding. However, additional rules, images, and illustrations for the application must be included in the framework

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

A virtual reality classroom to teach and explore crystal solid state structures

We present an educational application of virtual reality that we created to help students gain an in-depth understanding of the internal structure of crystals and related key concepts. Teachers can use it to give lectures to small groups (10-15) of students in a shared virtual environment, both remotely (with teacher and students in different locations) and locally (while sharing the same physical space). Lectures can be recorded, stored in an online repository, and shared with students who can either review a recorded lecture in the same virtual environment or can use the application for self-studying by exploring a large collection of available crystal structures. We validated our application with human subjects receiving positive feedback

Integration of Technology in the Chemistry Classroom and Laboratory

The role of technology in the chemistry classroom and laboratory continues to evolve, with mainstream applications such as pre-lecture/laboratory resources being supplemented by technological innovations such as immersive reality. Although the range is vast, care must be taken to select appropriate and pedagogically aligned technologies to enable learning. In this chapter a model for the appropriate selection and application of technology enabled learning in chemistry is developed and explored in the context of two case-studies. This model, LEAPTech, is based on ten years of personal experience, informed by evidence and underpinned by the scholarly literature. This model will serve as a starting point for new educators and a useful checkpoint for more experienced educators. Although the chapter is written from a chemistry education stance; the technologies, case studies and model examined are applicable to all practical STEM subjects. The LEAPTech model is central to the two case-studies detailed and provides context and capacity for readers to adopt a tried and tested framework and set of technologies from two chemistry education settings: The use of augmented reality learning supports in the lab. Collaborative online peer instruction in lectures. Technology is ubiquitous; however, support is needed for educators around how to select appropriate technologies for their students. The LEAPTech Framework provides a sensible tool to map learning activity to an aligned and supportive technology, and to measure the impact of technology integration in a chemistry/science classroom or laboratory. An easy adoption of the LEAPTech Framework is enabled by the noted recommendations

Virtual Reality and BIM Methodology as Teaching- Learning Improvement Tools for Sanitary Engineering Courses

Virtual Reality (VR) is often used to describe a 3D environment wherein objects and images of the real world are simulated through technology. In architectural or civil engineering, the design process with 2D planes could lead to error owing to misinterpretation in the visualization of elements. The civil engineering program of a university in Lima, Peru, mandates the teaching of the building information modeling (BIM) methodology in all the courses, thereby allowing the students to learn about the organization and optimization of projects from the design phase to construction phase. The engineering students are required to manage many variables with the BIM methodology, especially in mechanical, electrical, and plumbing systems. Nevertheless, the teaching method of BIM could be enriched by analyzing 3D project models using VR. Whereas BIM organizes and optimizes a project through a 3D model, VR can introduce the user to a model that is very close to the reality, thereby improving the interpretation and analysis of the details. This study contributes to the implementation of a plumbing engineering course under a civil engineering program. The proposed methodology was applied in an experimental group of undergraduate students, and the test results obtained were compared with those of a control group that had used a traditional approach. The results of this study show that students, by using the VR–BIM method proposed, can successfully visualize the accessories and recognize a satisfactory design in a creative and innovative manner