Structural Chemistry 2.0: Combining Augmented Reality and 3D Online Models

Schmid, Jonas R.; Ernst, Moritz Johannes; Thiele, Günther

doi:10.1021/acs.jchemed.0c00823

Cited by 27 publications

(26 citation statements)

References 11 publications

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“…Chemistry and structural biology have been particularly fruitful niches for AR/VR, with a rapid growth in the number of software tools that implement such technologies both for education and for actual research. Among a much larger collection of works, we highlight selected cases of educational value: the early tangible-virtual models, highly interactive and using regular webcam-equipped computers; − the many easy-to-use but mostly visualization-only AR systems that run on consumer smartphones, tablets, and computers, introduced recently by several groups; − the VR-versions of high-end molecular visualization programs, − all requiring specific costly hardware but implementing advanced features, and even interactive molecular simulations that have been used in the classroom. − A couple of more global reviews are also recommended for a more complete coverage of the subject. , …”

Section: Introductionmentioning

confidence: 99%

MoleculARweb: A Web Site for Chemistry and Structural Biology Education through Interactive Augmented Reality out of the Box in Commodity Devices

et al. 2021

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Augmented/virtual realities (ARs/VRs) promise to revolutionize STEM education. However, most easy-to-use tools are limited to static visualizations, which limits the approachable content, whereas more interactive and dynamic alternatives require costly hardware, preventing large-scale use and evaluation of pedagogical effects. Here, we introduce , a free, open-source web site with interactive AR webpage-based apps that work out-of-the-box in laptops, tablets, and smartphones, where students and teachers can naturally handle virtual objects to explore molecular structure, reactivity, dynamics, and interactions, covering topics from inorganic, organic, and biological chemistry. With these web apps, teachers and science communicators can develop interactive material for their lessons and hands-on activities for their students and target public, in person or online, as we exemplify. Thousands of accesses to moleculARweb attest to the ease of use; teacher feedback attests to the utility in online teaching and homework during a pandemic; and in-class plus online surveys show that users find AR engaging and useful for teaching and learning chemistry. These observations support the potential of AR in future education and show the large impact that modern web technologies have in democratizing access to digital learning tools, providing the possibility to mass-test the pedagogical effect of these technologies in STEM education.

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Section: Introductionmentioning

confidence: 99%

MoleculARweb: A Web Site for Chemistry and Structural Biology Education through Interactive Augmented Reality out of the Box in Commodity Devices

et al. 2021

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“…44 AR is motivating for the students, 58 , 64 , 72 who enjoy using AR. 73 AR might be helpful to minimize costs and risks in experimental courses. 54 Improvements in the educational performance with AR are still not obvious.…”

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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“…Moreover, online programs only work in certain circumstances, so many browsers do not support VR software, which is required to display a specific simulation (Ali and Ullah, 2020). In this sense, the Augmented Reality technology can be a cost-effective alternative to VR depictions (Schmid et al, 2020), which often need special headsets and state of the art computers, that most students do not have access to (Ferrell et al, 2019).…”

Section: Vrl Communities Working Onlinementioning

confidence: 99%

VR in chemistry, a review of scientific research on advanced atomic/molecular visualization

Fombona‐Pascual

Cadavieco

Vázquez‐Cano

2022

Chem. Educ. Res. Pract.

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Structural Chemistry 2.0: Combining Augmented Reality and 3D Online Models

Cited by 27 publications

References 11 publications

MoleculARweb: A Web Site for Chemistry and Structural Biology Education through Interactive Augmented Reality out of the Box in Commodity Devices

MoleculARweb: A Web Site for Chemistry and Structural Biology Education through Interactive Augmented Reality out of the Box in Commodity Devices

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

VR in chemistry, a review of scientific research on advanced atomic/molecular visualization

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