Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Authors

Derek Behmke, Georgia Gwinnett CollegeFollow
David Kerven, Georgia Gwinnett CollegeFollow
Robert Lutz, Georgia Gwinnett CollegeFollow
Julia Paredes, Georgia Gwinnett CollegeFollow
Richard Pennington, Georgia Gwinnett CollegeFollow
Evelyn Brannock, Georgia Gwinnett CollegeFollow
Michael Deiters, Georgia Gwinnett CollegeFollow
John Rose, Georgia Gwinnett CollegeFollow
Kevin Stevens, Georgia Gwinnett CollegeFollow

Abstract

Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.

First Page

5

Last Page

11

DOI

10.20429/stem.2018.020103

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Behmke, Derek; Kerven, David; Lutz, Robert; Paredes, Julia; Pennington, Richard; Brannock, Evelyn; Deiters, Michael; Rose, John; and Stevens, Kevin (2018) "Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures," Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019): Vol. 2, Article 3.
DOI: 10.20429/stem.2018.020103
Available at: https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol2/iss1/3