Development of augmented reality application for chemical bond

Chemical bond in Chemistry for secondary school education is one of the subjects in science courses that are difficult to understand by most students. There are many factors that can cause this problem such as from the learning method, the use of education tools and understanding level among students. Some of the problems are such as it is difficult to understand the concepts and processes in chemical bonds. The lack of use of learning tools also creates less interest among the students. This snidy also about the use of augmented reality technology and how to implement it in learning. Augmented reality is a technology that allows users to interact with virtual object in real situation. Thus, an application Augmented Reality for Chemical Bond is developed as one of the solutions to solve the situation. The objective of this snidy is to create and develop the application and to test the functionality of the application. This application is combined with multimedia elements such as text, graphic and animation in providing explanation about the process of chemical bond. User Centered Design (UCD) development model is used as a guideline in the development of the snidy. Application of 3D Max Studio, Unity 2017.1.2, Adobe Photoshop CS6 and Vuforia will be use in the process of creating this product. It will be developed in the form of an android application to make it more user friendly. The Augmented Reality for Chemical Bond has gone through the evaluation process by using feedback form and based on the data analysis from the evaluation, it has been shown that this application can be used by users with some improvement

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Pengembangan E-Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality untuk Pembelajaran Materi Bentuk Molekul

The integration between the three levels of chemical representations is needed by students to get a comprehensive understanding. Based on the preliminary study only 45.5% out of 120 year 2 and year 3 students of chemistry education who passed the final exam with satisfactory category. Thus, teaching resources that integrate the three levels of chemical representation are needed. The aim of this study is to develop and determine the level of validity of e-module utilizing multiple representations of molecular shapes based on VSEPR theory using augmented reality technology. This research employs research and development refers to the instructional design of the ADDIE model consist of 5 stages: Analyze, Design, Develop, Implementation and Evaluation. The products of this research are the e-module of molecular shapes based on VSEPR theory utilizing multiple representations and Augmented Reality Molecule Simulator (ARMOR) application. The resources presented 13 types of molecular shapes, molecules with lone pair and without lone pair of electrons around the central atom. The instrument used in this study is the validity questionnaire sheet. Data collected were then analyzed using the percentage criteria proposed by Akbar. The results of the experts’ validation indicated that the product is categorized as very valid with 94% of content validity, 93% of media validity, and 99% of language validity. Therefore, the ARMOR is suitable for use in teaching and learning process. Students show a positive response to the use of the application in helping them understand concepts, which are easy to use, has an attractive appearance, and fun

Haptic Hybrid Prototyping (HHP): An AR Application for Texture Evaluation with Semantic Content in Product Design

The manufacture of prototypes is costly in economic and temporal terms and in order to carry this out it is necessary to accept certain deviations with respect to the final finishes. This article proposes haptic hybrid prototyping, a haptic-visual product prototyping method created to help product design teams evaluate and select semantic information conveyed between product and user through texturing and ribs of a product in early stages of conceptualization. For the evaluation of this tool, an experiment was realized in which the haptic experience was compared during the interaction with final products and through the HHP. As a result, it was observed that the answers of the interviewees coincided in both situations in 81% of the cases. It was concluded that the HHP enables us to know the semantic information transmitted through haptic-visual means between product and user as well as being able to quantify the clarity with which this information is transmitted. Therefore, this new tool makes it possible to reduce the manufacturing lead time of prototypes as well as the conceptualization phase of the product, providing information on the future success of the product in the market and its economic return

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

from e-Heritage systems to Interpretive Archaeology Systems.

The principal purpose of this paper is to examine which research approaches are best suited for determining the requirements of the next generation of interactive interpretation support systems for cultural heritage site. We are optimistic that such systems if properly designed to exploit the potential of advanced information and communication technologies (ICTs), can not only meet, but even exceed visitor-user expectations. The research framework proposed to achieve this ideal integrates insights from both Interpretive Archaeology and interpretive IS research. We call the application of ICT’s in systems for communicating cultural heritage information “e-Heritage Systems or e-HS. We define “Interpretive Archaeology Systems”(IAS) as a subclass of e-HS, the design of which is informed by hermeneutics and phenomenology, Therefore, the principal purpose of the paper is to promote a shift from e-HS to IAS. To illustrate the fruitfulness of our preferred approach for IAS requirements identification, we derive a set of criteria from our research philosophy and apply them to the evaluation of an existing e-HS: the ARCHEOGUIDE in Olympia.Information systems; Cultural heritage; Phenomenology; Interpretive Information Systems Research; Interpretive Archaeology; Hermeneutics; Interpretive Archaeology Systems;

Augmented reality meeting table: a novel multi-user interface for architectural design

Immersive virtual environments have received widespread attention as providing possible replacements for the media and systems that designers traditionally use, as well as, more generally, in providing support for collaborative work. Relatively little attention has been given to date however to the problem of how to merge immersive virtual environments into real world work settings, and so to add to the media at the disposal of the designer and the design team, rather than to replace it. In this paper we report on a research project in which optical see-through augmented reality displays have been developed together with prototype decision support software for architectural and urban design. We suggest that a critical characteristic of multi user augmented reality is its ability to generate visualisations from a first person perspective in which the scale of rendition of the design model follows many of the conventions that designers are used to. Different scales of model appear to allow designers to focus on different aspects of the design under consideration. Augmenting the scene with simulations of pedestrian movement appears to assist both in scale recognition, and in moving from a first person to a third person understanding of the design. This research project is funded by the European Commission IST program (IST-2000-28559)

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft