Developing a Simple and Cost-Effective Markerless Augmented Reality Tool for Chemistry Education

Vehicle collision leading to life threatening accidents is a common problem which is incrementing noticeably. This necessitated the need for Driver Assistance Systems (DAS) which helps drivers sense nearby obstacles and drive safely. However, it’s inefficiency in unfavorable weather conditions, overcrowded roads, and low signal penetration rates in India posed many challenges during it’s implementation. In this paper, we present a portable Driver Assistance System that uses augmented reality for it’s working. The headset model comprises of five systems working in conjugation in order to assist the driver. The pedestrian detection module, along with the driver alert system serves to assist the driver in focusing his attention to obstacles in his line of sight. Whereas, the speech recognition, gesture recognition and GPS navigation modules together prevent the driver from getting distracted while driving. In the process of serving these two root causes of accidents, a cost effective, portable and holistic driver assistance system has been developed.

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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

Journal of Science Education and Technology ◽

10.1007/s10956-020-09880-2 ◽

2020 ◽

Author(s):

Maryam Abdinejad ◽

Borzu Talaie ◽

Hossain S. Qorbani ◽

Shadi Dalili

Keyword(s):

Augmented Reality ◽

Student Perceptions ◽

Chemistry Education ◽

3D Visualization

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The Table Mystery: An Augmented Reality Collaborative Game for Chemistry Education

Serious Games Development and Applications - Lecture Notes in Computer Science ◽

10.1007/978-3-642-40790-1_9 ◽

2013 ◽

pp. 86-95 ◽

Cited By ~ 18

Author(s):

Costas Boletsis ◽

Simon McCallum

Keyword(s):

Augmented Reality ◽

Chemistry Education ◽

Collaborative Game

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Serious Gaming in Augmented Reality using HMDs for Assessment of Upper Extremity Motor Dysfunctions

i-com ◽

10.1515/icom-2016-0020 ◽

2016 ◽

Vol 15 (2) ◽

Cited By ~ 9

Author(s):

Marina A. Cidota ◽

Stephan G. Lukosch ◽

Paul Dezentje ◽

Paulina J. M. Bank ◽

Heide K. Lukosch ◽

...

Keyword(s):

Augmented Reality ◽

Upper Extremity ◽

Cost Effective ◽

Objective Evaluation ◽

Motor Dysfunction ◽

Hand Tracking ◽

Usability Study ◽

Pilot Studies ◽

Serious Gaming ◽

Patient Groups

AbstractFor a better understanding of how different disorders affect motor function, a uniform, standardized and objective evaluation is a desirable goal for the clinical community. We explore the potential of Augmented Reality (AR) combined with serious gaming and free hand tracking to facilitate objective, cost-effective and patient-friendly methods for evaluation of upper extremity motor dysfunction in different patient groups. In this paper, we describe the design process of the game and the system architecture of the AR framework to meet these requirements. Furthermore, we report our findings from two pilot studies we conducted with healthy people aged over 50. First, we present a usability study (

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Report: 1996 Cost-Effective, Hands-On Chemistry Education Conference

Journal of Chemical Education ◽

10.1021/ed073pa236 ◽

1996 ◽

Vol 73 (10) ◽

pp. A236 ◽

Cited By ~ 1

Author(s):

Jeanne Murgado Dyer ◽

Carol Chen ◽

Patricia B. Strawbridge

Keyword(s):

Chemistry Education ◽

Cost Effective ◽

Hands On ◽

Education Conference

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Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Frontiers in Education ◽

10.3389/feduc.2021.623745 ◽

2021 ◽

Vol 6 ◽

Author(s):

Angel Lu ◽

Crusher S. K. Wong ◽

Richard Y. H. Cheung ◽

Tarloff S. W. Im

Keyword(s):

Augmented Reality ◽

Teaching And Learning ◽

Chemistry Education ◽

Real Life ◽

Learning Theories ◽

Smart Devices ◽

Pilot Survey ◽

Undergraduate Chemistry ◽

Development Experience ◽

Gamified Learning

Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.

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Building blocks for commodity augmented reality-based molecular visualization and modeling in web browsers

PeerJ Computer Science ◽

10.7717/peerj-cs.260 ◽

2020 ◽

Vol 6 ◽

pp. e260

Author(s):

Luciano A. Abriata

Keyword(s):

Augmented Reality ◽

Chemistry Education ◽

Large Scale ◽

Time Estimation ◽

Building Blocks ◽

Web Content ◽

Molecular Visualization ◽

Molecular Systems ◽

Set Up ◽

Immersive Technologies

For years, immersive interfaces using virtual and augmented reality (AR) for molecular visualization and modeling have promised a revolution in the way how we teach, learn, communicate and work in chemistry, structural biology and related areas. However, most tools available today for immersive modeling require specialized hardware and software, and are costly and cumbersome to set up. These limitations prevent wide use of immersive technologies in education and research centers in a standardized form, which in turn prevents large-scale testing of the actual effects of such technologies on learning and thinking processes. Here, I discuss building blocks for creating marker-based AR applications that run as web pages on regular computers, and explore how they can be exploited to develop web content for handling virtual molecular systems in commodity AR with no more than a webcam- and internet-enabled computer. Examples span from displaying molecules, electron microscopy maps and molecular orbitals with minimal amounts of HTML code, to incorporation of molecular mechanics, real-time estimation of experimental observables and other interactive resources using JavaScript. These web apps provide virtual alternatives to physical, plastic-made molecular modeling kits, where the computer augments the experience with information about spatial interactions, reactivity, energetics, etc. The ideas and prototypes introduced here should serve as starting points for building active content that everybody can utilize online at minimal cost, providing novel interactive pedagogic material in such an open way that it could enable mass-testing of the effect of immersive technologies on chemistry education.

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