Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology

Abstract

Structural biology education commonly employs molecular visualization software, such as PyMol, RasMol, and VMD, to allow students to appreciate structure-function relationships in biomolecules. In on-ground, classroombased education, these programs are commonly used on University-owned devices with software preinstalled. Remote education typically involves the use of student-owned devices, which complicates the use of such software, owing to the fact that (a) student devices have differing configurations (e.g., Windows vs MacOS) and processing power, and (b) not all student devices are suitable for use with such software. Smartphones are near-ubiquitous devices, with smartphone ownership exceeding personal computer ownership, according to a recent survey. Here, we show the use of a smartphone-based augmented reality app, Augment, in a structural biology classroom exercise, which students installed independently without IT support. Post-lab attitudinal survey results indicate positive student experiences with this app. Based on our experiences, we suggest that smartphone-based molecular visualization software, such as that used in this exercise, is a powerful educational tool that is particularly well-suited for use in remote education.

Use of mobile learning applications as an innovative method for the teaching of biochemistry

“…In a similar study, mobile phones use was found to enhance learning outcomes 31 . In accordance with our scope, many studies have addressed this concept 23,30,32,39,40 . Students performance has improved and their GPA indicates the high impact of applying such methods in teaching, especially challenging subjects such as biochemistry.…”

“…31 In accordance with our scope, many studies have addressed this concept. 23,30,32,39,40 Students performance has improved and their GPA indicates the high impact of applying such methods in teaching, especially challenging subjects such as biochemistry. Student perceptions revealed that applications were an effective and innovative tool for learning during the COVID-19 period, based on previous trials of smartphone use.…”

“…We believe that the using mobile phones in teaching is a useful tool for both students and educators. Mobile phones have previously been used to teach structural biology, 32 and screen immunohistochemical biomarkers in patients with bladder cancer, 33 and support the education and management of type-2 diabetes. 34 2 | METHODOLOGY 2.1 | Participants…”

Pandemic Era, Education Support Technology: The Potential for Augmented Reality in Science Learning

“…Students are easier to understand without having to do experiments in the laboratory, they can do it in arranging the contents that the teacher wants to emphasize. The learning seems interesting as if students see an imagined object directly in 3D, increasing student motivation in doing online learning [41].…”

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

“…There are now numerous examples of AR applications (AR apps) in science and engineering education. In biology, AR apps are frequently used to represent and explore virtual models of biomolecular functions and relationships [13,14] or anatomical structures [15][16][17]. Additionally, AR can visualize representations of the biological levels of organization from macroscopic to submicroscopic phenomena [18].…”