Interacting with Three-Dimensional Molecular Structures Using an Augmented Reality Mobile App

Aw, Jonah Kailer; Boellaard, Kevin Christopher; Tan, Teck Kiang; Yap, John; Loh, Yi Ping; Colasson, Benoît; Blanc, Étienne; Lam, Yulin; Fung, Fun Man

doi:10.1021/acs.jchemed.0c00387

Cited by 54 publications

(53 citation statements)

References 42 publications

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“…The board game was trialed among 47 freshmen year organic chemistry students taking CM1121 Organic Chemistry I. , It was trialed in week 9 of a 13 week semester. The game was well-received with 43 students responding that they would like to play the game again (Table ).…”

Section: Resultsmentioning

confidence: 99%

CheMakers: Playing a Collaborative Board Game to Understand Organic Chemistry

et al. 2020

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Organic chemistry is often considered by undergraduate students to be the most difficult branch of chemistry. Instructors and senior students collaborated to develop CheMakers, a board game to help students understand organic reaction mechanisms and implement mechanistic thinking. The game, played by 3 teams, was designed to invoke meaningful discussions among students. To win the game, the students need to work together as a team to prepare their strategies, solve organic chemistry problems, and reach their objectives as quickly as possible. Evaluation of the game shows that the students enjoyed CheMakers and found it to be engaging and fun to play.

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Section: Resultsmentioning

confidence: 99%

CheMakers: Playing a Collaborative Board Game to Understand Organic Chemistry

et al. 2020

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“…Understanding multifaceted chemistry concepts requires much support in the learning environment, such as from learning material. For example, new virtual and augmented reality (VR/AR) technology solutions may bring some aid in the future for presenting molecular structures (e.g., [42]). So far, a great part of learning still occurs through reading, and textbook texts seem to be one of the most important tools in science learning [43][44][45].…”

Section: Heuristics May Induce Misconceptions In Chemistry Educationmentioning

confidence: 99%

Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example

et al. 2021

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Understanding chemical models can be challenging for many university students studying chemistry. This study analysed students’ understanding of molecular structures using the Lewis structure as a model, and examined what hinders their understanding. We conducted pre- and post-tests to analyse students’ conceptions and changes in them. The measures contained multiple-choice questions and drawing tasks testing their understanding of concepts, such as polarity, geometry, charge or formal charge and expanded octet. The pre-test revealed a lack of knowledge and several misconceptions in students’ prior knowledge. For example, the concept of polarity was well-known, but the combination of polarity and geometry appeared to be difficult. For some students, the representation of molecules was intuitive and lacking a systematic approach. Certain students used mnemonics and draw ball-and-stick models connected to surficial representations. After the chemistry courses, the conceptions and drawings had generally changed, and the level of the students’ knowledge increased markedly. Although, fewer ball-and-stick models were drawn in the post-test, some students still used them. The main result was that students who drew ball-and-stick models in the pre-test were less capable of drawing the correct Lewis structures with electrons in the post-test. In addition, heuristics seem to hinder learning and some concepts, such as resonance, remained difficult. This is probably due to the fact that understanding molecular structures requires systemic understanding, where several matters must be understood at the same time. Our study highlights that the understanding of molecular structures requires conceptual change related to several sub-concepts.

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“…Most recently, these APPs are increasing their presence on smartphones, 3 , 14 , 43 − 46 and users can view chemistry concepts, interact with them by hand, and learn through a self-directed learning experience. 47 …”

Section: Results and Analysis Of The Data On Jcr Research On Visualiz...mentioning

confidence: 99%

“… 47 In this sense, the lack of user interactivity with real experiences could be an important aspect of teaching, and this cognitive skill is crucial to the understanding of chemistry as a subject. 47 …”

Section: Results and Analysis Of The Data On Jcr Research On Visualiz...mentioning

confidence: 99%

Augmented Reality, a Review of a Way to Represent and Manipulate 3D Chemical Structures

Fombona‐Pascual

Cadavieco

Vicente

2022

J. Chem. Inf. Model.

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Augmented reality (AR) is a mixed technology that superimposes three-dimensional (3D) digital data onto an image of reality. This technology enables users to represent and manipulate 3D chemical structures. In spite of its potential, the use of these tools in chemistry is still scarce. The aim of this work is to identify the real situation of AR developments and its potential for 3D visualization of molecules. A descriptive analysis of a selection of 143 research publications (extracted from Web of Science between 2018 and 2020) highlights some significant AR examples that had been implemented in chemistry, in both education and research environments. Although the traditional 2D screen visualization is still preferred when teaching chemistry, the application of AR in early education has shown potential to facilitate the understanding and visualization of chemical structures. The increasing connectivity of the AR technology to web platforms and scientific networks should translate into new opportunities for teaching and learning strategies.

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Interacting with Three-Dimensional Molecular Structures Using an Augmented Reality Mobile App

Cited by 54 publications

References 42 publications

CheMakers: Playing a Collaborative Board Game to Understand Organic Chemistry

CheMakers: Playing a Collaborative Board Game to Understand Organic Chemistry

Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example

Augmented Reality, a Review of a Way to Represent and Manipulate 3D Chemical Structures

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