Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education
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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education Maryam Abdinejad 1
&
Borzu Talaie 2 & Hossain S. Qorbani 3 & Shadi Dalili 1
Accepted: 26 October 2020 # Springer Nature B.V. 2020
Abstract Visualizing molecular conformations and complex compound structures and chemical transformations in 3D is one of the most difficult tasks for undergraduate chemistry students. Modern computational technologies have revolutionized every aspect of our lives, including education. As a result, many researchers and educators are working on enhancing student learning and improving construction of knowledge by employing technologies that better illustrate theoretical concepts, such as the visualization of molecular geometry in chemistry. Here, to aid students in understanding molecular structures and chemical reaction mechanisms at the molecular level, we initially developed several 3D animations of fundamental chemical transformations aimed at organic chemistry courses for second- and third-year undergraduate level. These animations became the basis for the 3D augmented reality tool called ARchemy. A comprehensive survey was conducted to gather student feedback on the effectiveness of these tools and their perception of the subject matter using these technologies, which will be presented in this project. Keywords Organic chemistry . Computer-based learning . Augmented reality . 3D modelling and animation . Testing conformational analysis . Molecular dynamics . Molecular modelling . Molecular structure . Chemistry reactions . Chemistry and technology . Education and technology . Chemistry and augmented reality . Chemistry and 3D animation
Introduction Teaching challenging theoretical concepts has always been difficult for educators (Wilson and Bernie, 1999). Many students at all university levels struggle with chemistry, which is considered a complex scientific field of study (Thomas 1999; Goodwin 2000; Grove and Bretz 2007; Orgill and Sutherland 2008; Ali 2012). One of the most challenging topics for Supplementary Information The online version contains supplementary material available at https://doi.org/10.1007/s10956-02009880-2. * Maryam Abdinejad [email protected] * Shadi Dalili [email protected] 1
Department of Physical and Environmental Sciences, University of Toronto Scarborough, 1265 Military Trail, Toronto, Ontario M1C 1A4, Canada
2
Department of Design, School of the Arts, Media, Performance and Design, York University, 4008 Dahdaleh Building, 4700 Keele Street, Toronto, Ontario M3J 1P3, Canada
3
School of Information Technology, Carleton University, Azrieli Pavilion 230, 1125 Colonel By Drive, Ottawa, Ontario K1S 5B6, Canada
students to understand, and for educators to teach, is the three-dimensional (3D) visualization of molecules and their stereochemistry (Deng and Neumann, 2007; Jones and Kelly, 2015). Visualizing 2D images in textbooks as their actual 3D structures is a necessary skill in the chemistry field (Gabel 1993; Treagust and Chandra
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