An idea to explore: Use of augmented reality for teaching three‐dimensional biomolecular structures

Abstract

Biology and biochemistry students must learn to visualize and comprehend the complex three-dimensional (3D) structures of macromolecules such as proteins or DNA. However, most tools available for teaching biomolecular structures typically operate in two dimensions. Here, we present protocols and pedagogical approaches for using immersive augmented reality (AR) visors, specifically the Microsoft HoloLens, to reinforce learning with large scale 3D holographic structures. We developed a novel workflow to render vividly colored custom biomolecules in AR visors. In addition, we developed AR exercises to review concepts relevant to protein or DNA structure and then implemented the exercises in four different biology and biochemistry courses. Surveys showed that students reported greater interest in biomolecular structures after the exercise. We also highlight some of the advantages and disadvantages of the software and hardware of this upcoming technology. K E Y W O R D Saugmented reality, molecular visualization, protein structure, virtual reality

MoleculARweb: A Website for Chemistry and Structural Biology Education Through Interactive Augmented Reality out of the Box in Commodity Devices

“…The use of AR technology in chemistry curricula has already shown pedagogical success in multiple reports, 12,[31][32][33][34] even through as far as we know they all involve only static content i.e. not featuring any molecular motions, interactions or any kind of interactivity as our website does, they do not stand web-accessible, most are rather limited in the number of available examples and activities, and a few require ad hoc peripherals.…”

Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations

“…From previous work it is evident that the use of Augmented Reality in education offers many possibilities and advantages to support learning, and this new technology is consistently seen as having enormous potential [3,8,12,13]. Many studies have found an impact on learning gains as well as greater motivation and interest.…”

“…AR also enhances collaboration among learners and between learners and instructors. This also enhances critical thinking and problemsolving skills, enhances information processing and communication skills, and improves learning transfer (e.g., [4,6,8,9,[13][14][15]). AR is therefore seen as a sensible tool for learning 21st-century skills and to enable students to explore contexts that are otherwise impossible or too dangerous [1,16].…”

“…"In conclusion, although most of the previous studies showed a positive impact and encouraging results, it is advisable to focus also on pedagogical and learning theory when implementing and developing the AR application since the educational value of AR is not solely based on its features" [6] (p. 663). As with all other technologies, the pedagogical value of AR does not depend solely on the use of the technology, but is shaped by how AR is designed, implemented, and integrated into formal and informal learning environments [11,13,17,18]. In previous studies, this issue was only marginally considered or not addressed at all.…”

Bioinformática como ferramenta na análise de epitopos antigênicos no design de vacinas contra Anaplasma marginale, Leishmania spp., SARS-Cov-2 e toxina de Clostridium septicum / Bioinformatics as a tool in the analysis of antigenic epitopes in the design of vaccines against Anaplasma marginale, Leishmania spp., SARS-Cov-2, and Clostridium septicum toxin

“…Através da bioinformática é possível desenvolver a estruturação de proteínas tridimensionais (3D), o que facilita a procura por sequências de aminoácidos da proteína de interesse que apresentem considerável imunogenicidade referente às suas regiões de estímulo a resposta imune (DAMIÃO, 2019;PETERSON et al, 2020).…”