APPLICATION OF AUGMENTED REALITY IN CHEMISTRY TEACHING

  1. F. García-Martín 1
  2. B.G. Jiménez 1
  3. E. Campos-Gómez 2
  4. M. I. Calaza 3
  5. J.R. López 4
  6. A. Avenoza 1
  7. S. Cabredo 1
  8. J. M. Peregrina 1
  9. M. A. Rodríguez 1
  10. M. Ghirardello 1
  11. F. Corzana 1
  12. M. M. Zurbano 1
  13. J. H. Busto 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  2. 2 IES Gonzalo de Berceo, Alfaro, La Rioja
  3. 3 IES Ciudad de Haro, Haro, La Rioja
  4. 4 CreativiTIC Innova, Logroño, La Rioja
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Actas:
XXXIX Reunión Bienal de Química RSEQ. Libro de Abstracts

ISBN: 978-84-09-52207-1

Año de publicación: 2023

Páginas: 24 Oral Presentations

Congreso: XXXIX Reunión Bienal de Química RSEQ (Real Sociedad Española de Química). Zaragoza, 25-29 de junio 2023

Tipo: Aportación congreso

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Resumen

Augmented reality (AR) is the combination of real environment and virtual elements that have the taskof enriching reality with information or other elements. In this sense, chemistry, and organic chemistryin particular, are disciplines for which students require an adequate spatial vision to understand theconcepts and we propose that augmented reality can support and promote spatial skills.Although different studies have been carried out in recent years on the use of augmented reality inthis context, it is necessary to deepen into its application from a multidisciplinary point of view, being inclose contact with the developers of the applications and considering the needs and criteria of professorsof different levels and students.To this end, this project has counted on the collaboration with the company CreativiTIC, throughits MetAClass Studio platform. From our side, we needed to create markers and the linked chemicalstructures, which students can then visualise the molecular structures in 3D directly from their mobiledevices. The development has been carried out in a multidisciplinary way and covering differenteducational levels, from Secondary Education to University.Finally, we conducted an evaluation of this tool to qualitatively assess whether students achieved abetter understanding and improved their visualisation of molecular structures.This project demonstrates how the appropriate use of augmented reality allows for a betterunderstanding of chemical structures and their reactions, as well as increasing student motivation, butalso highlights the need for proper teacher training and the appropriate implementation of the technology