1. Indian Institute of Technology Guwahati
Studies in application of augmented reality in E Learning Courses
Himanshu Bansal (516) & Mannu Amrit (523)
DD 496 Design Project III
Project Guide: Prof. (Dr). Pradeep Yammiyavar
Head, Center for Educational Technology,
IIT Guwahati
Course Instructor: Prof. (Dr). Abinash Kumar Swain
Department of Design, IIT Guwahati
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2. Certificate
This is to certify that the project work titled
“Clearn – Studies in application of augmented reality in E Learning Courses”
is an authentic work carried out by
Himanshu Bansal
B.Des (Roll No. 10020516)
Mannu Amrit
B.Des (Roll No. 10020523)
at
Department of Design
Indian Institute of Technology Guwahati
Guwahati – 781039, Assam, India.
Project Guide
Examiner 1_______________________________________________
____________________________
Prof. (Dr). Pradeep Yammiyavar,
Head, Center for Educational Technology,
IIT Guwahati
Examiner 2_______________________________________________
Examiner 3_______________________________________________

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Acknowledgment
We would like to express deep gratitude
to our guide Prof. (Dr.) Pradeep
Yammiyavar and our coordinator Prof.
(Dr.) Abinash Kumar Swain for their
guidance, encouragement and gracious
support throughout the course of our
work, for their motivation that
encouraged us to work in this area and
for their faith in us at every stage of this
research.
We would like to thank all the students
and staff of Department of Design for
their help in the brainstorming process
and concept generation. Lastly, we would
like to extend our sincere thanks to our
teachers at Kendriya Vidyalaya, IIT
Guwahati, FIITJEE New Delhi,
Vidyamandir Classes, New Delhi, Concept
Education Guwahati and Oriental
Tutorials, Guwahati for their valuable
insights and support throughout the
project.
Himanshu Bansal
Mannu Amrit
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IPR Declaration
We the undersigned declare that in
accordance to the IPR norms generally
followed in Academics, we have
acknowledged appropriately all sources
of material / content including visuals /
designs / copy rights accessed from
others authors / sources /references and
used in this project as part of my
academic reporting.
We declare that the contents of this
project report including visuals / designs
other than those whose origin / source
has been appropriately acknowledged,
are a result of our original efforts.
Himanshu Bansal
Mannu Amrit
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Acronyms Used
AR- Augmented Reality
NCERT- National Council of Educational
Research and Training
GUI - Graphical User Interface
3D - 3 Dimensional
CCP- Cubic Closed Packing
HCP- Hexagonal Closed Packing
FCC- Face Centered Cubic
OV – Octahedral Void
TV – Tetrahedral Void
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Figures & Images Used
Figure 13: Interview at Kendriya
Figure 1: Chemistry + Augmented Reality
Vidyalaya, IIT Guwahati
+ E Learning
Figure 14, 15: D Fusion Studio
Figure 2: Homepage, www.coursera.org
Figure 16: Vuforia by Qualcomm
Figure 3: The Johnstone triangle
Figure 17: Unity software
Figure 4: Connecting Design Project 3
and Design Project 4
Figure 5: The Johnstone triangle
Figure 6: 3D structure, tetragonal voids,
Page 17, Standard XII NCERT
Figure 7: Taxonomy of mixed reality
including real to virtual environments
Figure 8: An AR system and the physical
model [6]
Figure 9: NCERT Chemistry Textbook,
Standard XII
Figure 10: Dependent Variables
Figure 18: Sketchup software
Figure 19: Virtual Buttons (in blue) and
GUI buttons (in black)
Figure 20: Task Flow Diagram, Module 1
Figure 21: App Screenshots, Module 1
Figure 22: App Screenshots, Module 1
Figure 23: AppTest Screenshot, Module 1
Figure 24: Task Flow Diagram, Module 2
Figure 25: App Screenshots, Module 2
Figure 26: 3D Models, Module 1
Figure 27: 3D Models, Module 1 and 2
Figure 28: 3D Models, Module 2
Figure 11: Independent Variables
Figure 12: Interview at Oriental Tutorials,
Guwahati
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Contents
Cle ar n
4.3.3 Insights from
Interviews
Acknowledgment
1
IPR Declaration
2
Acronyms
3
Figures & Images used
4
Chapter 1 – Introduction
1.1 Abstract
1.2 Motivation
1.3 Objectives
6
7
8
Chapter 2 - Literature Review
2.1 Why Chemistry?
9
2.2 Augmented Reality
10
2.3 Existing Work
12
Chapter 3 - Project Timeline 13
Chapter 4 - Design Methodology
4.1 Case Study Topic
14
4.2 Research Design
15
4.3 User Requirement
16
Analysis
4.3.1 Interview
17
Questionnaire
4.3.2 Summary of
18
Responses
Chapter 5 - Development
5.1 D Fusion
5.2 Vuforia & Unity basics
5.3 Virtual Button & GUI
5.4 Application
5.5 App Flow
5.5.1 Module 1
5.5.2 Module 2
5.6 Audio Components
18
21
22
23
24
24
24
27
29
Chapter 6 - Testing
32
Chapter 7 - Conclusion & Discussion
33
Chapter 8 - References
34
Appendix
Summary of Responses
Connecting Design Project 3 &
Design Project 4
Image Tracker
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Chapter 1: Introduction
1.1 Abstract
Figure1: Chemistry + Augmented Reality +
E Learning
Augmented reality is a popular
technology which has come into the
limelight in the recent years. In layman
terms, it is a technology which combines
real and virtual imagery at the same
time. It is a live, direct or indirect, view of
a physical, real-world environment whose
elements are augmented (or
supplemented) by computer-generated
sensory input such as sound, video and
graphics. Being very interactive in real
time, its implications and use cases have
evolved into different domains: health
domain for application of this technology
of particular to interest for us in this
project is E Learning. E Learning refers to
training initiatives which provide learning
material, course communications, and the
delivery of course content electronically
through technology mediation. In this
project, both the domains of AR reality
and E Learning have been explored in the
context of Chemistry for high school
students. The project was planned out
such that the first phase focused heavily
on learning development of this
technology and to build a functional
prototype based on user insights. The
next phase (Design Project IV) would
then focus on testing such a solution
against conventional teaching
methodologies such as print, web,
classroom etc.
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1.2 Motivation
Figure 2: Homepage, www.coursera.org
Solid State Chemistry which is taught as
the first topic in standard XII in high
school chemistry in India involves several
concepts with 3 dimensional visualization
of atoms and molecules. Having faced
difficulties ourselves in this domain in our
school days, we explored it further as our
topic for addressing an augmented
reality based solution. Also, in parallel,
with websites such as Coursera, EdX and
Udacity gaining immense popularity
amongst students in the recent few
years, we believe that E Learning is an
area wherein lies immense potential for
innovation. The current model of
teaching in E Learning lies heavily on
video lectures, which is a passive means
of interaction.
and effectiveness in learning in the
future.
Thus, we worked towards the
development of an AR based tool and an
experiment to test it versus conventional
teaching practices which could
potentially throw insights on its
feasibility, interactivity, user engagement
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1.3 Objectives
The key objectives for the project were
identified as:


Figure 4: Connecting Design Project 3 and
Design Project 4
Identify scope of Augmented Reality in
E Learning and in our subject of interest
- Solid State Chemistry.
Incorporate guidelines for formulating
E Learning educational material.

Conduct user study for qualitative
feedback about teaching
methodologies for Chemistry concepts
as well as the existing E Learning
model.

Develop an AR based E Learning
solution for a specific section in Solid
State Chemistry.

Conduct a comparative study of the
developed solution with a conventional
e learning solution available as of
today. (To be done as a continuation in
Semester 8)
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Chapter 2: Literature Review
2.1 Why Chemistry?
Figure 5: The Johnstone triangle
Figure 6: 3D structure, tetragonal voids,
Page 17, Standard XII NCERT
One of the challenges of chemistry
education is that it must address multiple
levels of representation, from the macro
level (tangible and observable) to the
sub-micro explanatory level (atoms,
molecules, ions) [1]. For novices,
understanding these multiple levels and
the relationships among them can be
challenging. Digital technology, which
offers numerous ways to represent
information, has come to play an
important role in chemistry education,
but there are key aspects of interaction
and interoperability (i.e. differing
operating systems) that still present
problems.
macroscopic, sub-microscopic, and
symbolic domain. If these three domains
(including the accompanying levels
between the macroscopic and submicroscopic domains) and their
interactions are misinterpreted,
scientifically unreliable interpretations
will necessarily emerge as a result [14].
Modern chemistry is characterized by
interdependent, networked thinking in
different representational domains. This
consideration is in the core of
Johnstone’s (1991) famous contribution:
‘Why is science difficult to learn?
Johnstone explained that learning and
thinking in modern chemistry always take
place in a constant shift between three
different representational domains: the
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2.2 Augmented Reality
Figure 7: Taxonomy of mixed reality
including real to virtual environments
Augmented Reality (AR) is a technology
that allows virtual images to be
seamlessly mixed with the real world [7,
8, 9]. AR stands between virtual reality
and the real environment. In contrast,
Augmented Virtuality is a technology
that enhances the users’ reality by
inserting a real object into a virtual
environment.
AR and a virtual environment can be
divided depending on whether the
environment or object in the real world
appears or not. Hence, an AR application
requires a video input device, e.g. a video
camera, to receive an input from the real
world, and it should also be made
meticulously so that the user cannot
distinguish the virtual world from the
real world. In addition, AR has real-time
properties, since the user should be able
to watch the screen. As the screen with
the AR is displayed to the user, the user
experiences a higher level of immersion
with AR as compared to other
technologies.
Augmented reality technology has been
used in several fields [2] as varied as
medicine, robotics, manufacturing,
machine repair, aircraft simulations,
entertainment and gaming [3]. This
research presented concentrates on the
use of augmented reality in education,
more specifically E-Learning.
Several authors [4, 5] suggested that
virtual reality increases motivation,
contributes to better learning, and
enhances the educational experience for
students. Although AR applications for
education have been in place, its impact
on learning has only now begun to be
explored.
AR is a medium which overlays virtual
objects on the real world. What features
does AR have to help conceptual
learning? As a new technology, firstly, AR
naturally draws people’s attention.
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Drawing students’ attention is an
important factor in instruction [10].
Second, it is a trend to use technology to
create a constructivist environment to
enhance learning [11]. AR offers an
alternative way to see the chemistry
world and allows students to interact
with the system and discover knowledge
by themselves. Thirdly, AR not only
creates visual images, but also conveys
the spatial cues directly to users [12]. In
other words, by using AR users can obtain
a sense of spatial feeling. AR has great
potential to be applied to the knowledge
domain of spatial concepts. Another
feature of AR that enhances learning is
that AR allows users to interact with the
system by using their body, especially the
hands, and provides “sensorimotor
feedback” [12]. The direct manipulation
of AR can supplement the deficiency of
mouse-based computer-generated
visualization since mouse manipulation is
an indirect physical manipulation [12].
Lastly, AR can be a tool which requires
users to interact and think carefully [13].
Since users have to concentrate on the
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AR system and focus on the virtual
objects, they may pay more attention to
think about what happens next, and thus
make them think more deliberately.
Overall, AR as an educational medium
provides a great alternative environment
for students to learn abstract concepts.
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2.3 Existing Work
Figure 8: An AR system and the physical
model [6]
A recent study [6] investigated how
chemistry students interacted with
augmented reality and physical models
and evaluated the student perceptions
regarding these two representations in
learning about amino acids. Although
there were students who liked using AR
to learn about the amino acids because it
was portable and easy to make as well as
it allowed the students to observe the
structures in more detail others felt
uncomfortable using the AR marker
because it wouldn’t work if the student
flipped the marker since it works on
marker recognition. The study suggests
that using a cube to convey the AR
recognition pattern might be a solution
to addressing the issue associated with
flipping the marker. This research
provides guidelines concerning designing
the AR environment for a classroom
setting [6]. The application shown in
Figure 8 includes both an AR marker and
a physical model, which are placed on the
desk side by side. They showed ball-andstick models of the acids.
Participants could choose from the AR
marker or the physical model to learn
about the acids. One paper [6] compares
the use of AR marker and a physical
model to see which one is more effective
in helping students learn about the acids.
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Chapter 3 Project Timeline
11
The project has been divided into two
phases:
12
13
Phase 1 – Design Project III
August 2013 – November 2013
This phase would primarily focus on
development of the AR tool based on
identified content through research.
Week Dates
1, 2
Aug 19th Sep 1st
3
Sep 2nd Sep 8th
4
5
6
7
8-10
Work
Literature Study +
Analysis
Need Finding, How
our project is
unique
Sept 9th Testing with D
Sept 15th Fusion Studio
Sept 16th - Report, PPT
Sept 22nd
Sept 23rd - Mid Sem Week +
Sept 29th User Research
Sept 30th - Getting started
Oct 6th
with building AR
interfaces
Oct 7th Development
Oct 27th
14
Oct 28th Nov 3rd
Nov 4th Nov 10th
Nov 11th Nov 17th
Nov 18th Nov 24th
Debugging
Finishing Touches
User Testing,
Report Submission
Presentation,
Winding Up
Phase 2 – Design Project IV
January 2014 – April 2014
This phase would focus on testing the
developed product in an experiment
against existing teaching modalities. This
would be followed by drawing inferences
from the experiment and arriving at a
conclusion about the use of augmented
reality in E learning.
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Chapter 4 Methodology
4.1 Case Study Topic
To study the application of Augmented
Reality in E-Learning courses, we chose
Solid States, first chapter in Chemistry
book of class 12th according to NCERT
course curriculum as our case study topic.
This chapter mostly deals with 3d
arrangement of atoms of crystalline
metallic, non-metallic elements and ionic
and covalent compounds which need the
students to understand the concepts
sub-micro and symbolic level at the same
time. More importantly, it requires
students to visualize the atomic
arrangement in 3d space which deals
with Visio-spatial thinking capability of
the students.
Figure 9: NCERT Chemistry Textbook,
Standard XII
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4.2 Research Design
Target Participant Sample: As we chose
Solid States as our case-study topic, it
became very obvious for us to define our
target sample group as chemistry
students of class 11th and12th also with
the students who drop one year after
12th class for college entrance exams.
Figure 10: Dependent Variables
Figure 11: Independent Variables
Variables: Our single independent
variable will be the manner in which
content is delivered to the students.
Basically, we will try to compare these
different manners of content delivery
and study the effects of them on
dependent variables. We are planning to
use Single way Multivariate ANOVA
(Analysis of Variance) test to analysis
purpose. There are four levels of this
independent variable:
1) Traditional face-to-face classroom
setting in which teacher use either
printed NCERT books and physical 3d
models (mostly balls) to teach the
students Solid State concepts.
2) Video: Videos can also be used to
explain the concepts. There can be
different types of videos also other than
basic camera recorded video: Interactive
or Animation videos
3) Mouse controlled 3d navigation web
apps
4) Augmented Reality (AR) based
solution: 3d rendered objects are
projected onto markers which are
tracked by the device camera. In contrast
with mouse controlled apps, these are
easier to learn and also give
sensorimotor feedback while using it.
Navigation from one view from another
is easy and quicker. There is more
directness in interaction with 3d object in
case of AR based solution.
We would study the effects of above
different levels on following dependent
variables :
1) Course Performance
2) User Perceived Satisfaction
3) User Engagement
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4.3 User Requirement Analysis
We conducted user research with the aim
to identify the problem points and needs
of teachers and students. Also, we
intended to select few concepts from
Solid States chapter for development
purpose on the basis of insights from
user research. With these objectives in
mind, we had semi-structured interviews
with five higher secondary class
chemistry teachers.
Teacher School/ Coaching Current Organization Interview Method City
A
School
Kendriya Vidyalaya
Physically
Guwahati
B
School
Mount Carmel
Virtually
Delhi
C
Coaching
Concept Education
Physically
Guwahati
D
Coaching
Oriental Tutorials
Physically
Guwahati
E
Coaching
FIITJEE
Virtually
Delhi
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4.3.1 Interview Questionnaire
We had six subjective questions in our
questionnaire as follows:
1) Do you find any relative difference in
teaching concepts of Solid States in
comparison to other chapters?
2) As a part of your teaching curriculum,
what is the standard division of the
chapter - could you please divide the
chapter into subtopics and modules
based on your teaching techniques For
example, if you cover the chapter in a
span of 3 classes, which topics are
broadly covered in which of the classes
5) Is NCERT content sufficient to explain
all concepts of Solid States in a concise
manner? Is there any other reference
material that is recommended to
students?
6) Do you feel need of or use any
additional visualization tools to explain
the Solid States concepts to students
more constructively? If yes, what could
be they?
3) Within these modules, are there any
specific topics which are relatively
difficult to explain / teach / make
students understand?
4) From a student's perspective, what are
the topics within the chapter in which
they face maximum difficulties / find
hard to grasp?
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4.3.3 Insights from Interviews
1. Difference between Solid States and
other chapters:
Figure 12: Interview at Oriental Tutorials,
Guwahati
2. Division of chapters into different
modules and sub-topics:
Responses to this question are quite
consistent for all five teachers. They
describe Solid States chapter as more
demanding in terms of 3 dimensional
visualization and imagination for
students. Correlation among views of
different teachers can be easily seen in
their statements. One teachers said, “As
solid states involves 3d concepts, it
requires more visualization and
imagination skills of the students”.
According to another teacher: “It gives
help to understand 3-D structures of
metals and Ionic Compounds. Visualization
in 3-D is required.” These feedback gives
support to our assumption that there is
need of 3d visualization aiding for
students in Solid States and nurture our
motivation to design a Augmented
Reality based tool for the same.
As some teachers are more focused
towards teaching school syllabus
whereas other are focused towards
teaching entrance exam syllabus.
Therefore, there are slight differences
across teachers in the content and the
modules in which the content is divided.
Even though, there is similarity in terms
in terms of teaching core concepts of the
chapter: different layer wise
3dimensional arrangement of atoms, unit
cells of Face Centered Cubic (FCC) and
Hexagonal Closed Packing (HCP) and
tetragonal and octahedral voids. We also
asked from some of the teacher’s most
important topic in the chapter. These
insights helped us to choose spatial
arrangement of atoms in unit cells and
voids formed inside them as content for
AR based pedagogical tool to start with.
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3. Relatively difficult topics to teach and
learn
Figure 13: Interview at Kendriya Vidyalaya,
IIT Guwahati
Teachers find it difficult make student
visualize and understand the spatial
arrangement of particles in 3d space.
One teachers informed, “For students it is
difficult to understand 3d crystalline
structure and where and how different
voids are present inside the structures.”
From different structures couple of
teachers found Hexagonal cubic packing
relatively difficult to visualize and so to
teach. A teacher said, “In hexagonal
packing, visualization is bit difficult and
then voids in hexagonal packing.”
Solid States chapter contains other
concepts also e.g. Voids, Cation-Anion
Ratio, Coordination number. There are
numerical problems in these concepts.
These concepts are associated with and
extension of basic concepts of 3d
structure arrangement and unit cells.
According to one teacher, “Once 3d
arrangement of atoms is clearly
understood by student, everything else is
easier.” This information motivated us to
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start with spatial arrangement of atoms
in unit cells and voids as instructional
content.
4. NCERT is insufficient
Most of the teachers admire NCERT text
books because of the content and
instruction design. It somewhat helps
students understand the crystalline
structure with the help of colorful 2d
figures. But they do not find it sufficient
in terms of depth of content and its
effectiveness in provide clear 3d
visualization of structures and lattices.
One teacher stated, “NCERT books are
good and there are some diagrams and
explanations for 3d concepts but not
sufficient.” They generally refer foreign
author books or other guide books.
5. Use of additional tools
Teachers take help of ball - stick models
and animations to show how molecules
are arranged in a unit cell and voids are
created. One teacher provided us with
the details of the tools he has used. He
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informed, “I tried the following ball stick
models: Deluxe Version Solid State Model
Kit (http://ice.chem.wis
c.edu/Catalog/SciKi ts.html#Anchor-Solid31140). Currently I am using bits of J3D
animation from http://www.chm.davi
dson.edu/vce/ which are extremely
effective and students just enjoy them.”
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find that most of the teachers use
example of room to teach arrangement
of atom in cubic unit cell and sharing
among different unit cells.
There were opposite views also. 3d
physical models could be difficult to
make, store or carry. According to one
teacher, “It is time consuming to make
slides or use 3d models. There is non
availability of 3d models in market.” Also,
these models are just static 3d
representation of one state of lattices.
Animations are again dynamic 2d
representation of crystalline structure.
Another teacher shared his views,
“Unfortunately the videos and models are
not very useful and user friendly so they
also do not provide much help for teachers.
If we can have the visualization of the 3-D
structure that how a structure is formed
step wise it will help. It should be handy
and simple to use.” It was interesting to
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Chapter 5: Development
5.1 D’Fusion
Figure 14, 15: D Fusion Studio
Initially, we did some explorations with
D’Fusion studio, a cross platform SDK for
building AR applications by Total
Immersion. It is more GUI based and one
can develop basic AR applications
(augmentation of single 3d rendered
supplement onto real world by tracking
single marker) without much
programming. Scenario intelligence
programming is done using Lua script. 3D
rendered objects can be directly
imported from Autodesk 3ds Max and
Maya using exporters provided in its
developer package. We were successful
in augmenting 3d molecular structure
over black and white marker. We also
tried adding interactivity to it by
changing the rendered supplement when
two markers are brought nearby.
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1) Marker-Tracking is very unstable, a lot
of flickering was occurring while tracking.
2) It shows its trademark logo all the time
over display screen.
3) Interactive elements like on screen
buttons and animations were difficult to
add.
4) Weak developer community and
support.
5) One have to do a lot of steps just for
basic augmentation
Due to these issues, we decided not to
proceed with D’Fusion and switched to
Vuforia.
But during the course of our exploration
with D’Fusion studio, we found following
issues in it:
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5.2 Vuforia, Unity, SketchUp
Figure 16: Vuforia by Qualcomm
Figure 17: Unity software
Figure 18: SketchUp software
Vuforia by Qualcomm is an Augmented
Reality Software Development Kit (SDK)
for mobile devices that enables the
creation of Augmented Reality
applications. It uses Computer Vision
technology to recognize and track planar
images (Image Targets) and simple 3D
objects, such as boxes, in real-time. This
image registration capability enables
developers to position and orient virtual
objects, such as 3D models and other
media, in relation to real world images
when these are viewed through the
camera of a mobile device. The virtual
object then tracks the position and
orientation of the image in real-time so
that the viewer’s perspective on the
object corresponds with their
perspective on the Image Target, so that
it appears that the virtual object is a part
of the real world scene. Apart from
providing Image tracking capabilities,
Vuforia also gives developers the
flexibility to add interactions through
buttons, gestures, animation, sound etc.
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in the mobile application. Tracking is very
stable in Vuforia in comparison with
D’fusion. Programming in Vuforia is done
on C sharp and Java script with unity.
SketchUp, marketed officially as Trimble
SketchUp, is a 3D modeling program for
applications such as architectural, civil
and mechanical engineering, film, and
video game design. It provides an
intuitive graphical user interface to
design 3D cad models similar to
softwares such as 3DS Max, Rhino etc.
Unity is a cross-platform game engine
with a built-in IDE developed by Unity
Technologies. It is used to develop video
games for web plugins, desktop
platforms, consoles and mobile devices.
Unity is of extreme importance to this
project because it provides a base
platform to use 3D models generated in
Sketchup with the Vuforia plugin.
Additional functionalities and
interactions such as GUI buttons, audio
support and virtual buttons can be built
on top of this using Unity.
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5.3 Virtual Buttons and GUI
5.3.1 Virtual Buttons
Figure 19: Virtual Buttons (in blue) and GUI
buttons (in black)
Virtual buttons are developer-defined
rectangular regions on image targets
that trigger an event when touched or
occluded in the camera view. For
example, in the sample picture, pointing
the hand or touching the rectangular
region triggers an action associated with
the button. Such buttons provide an
intuitive means of interaction since the
users are directly using the content (on
paper / surface) to navigate / as a button
rather than on screen buttons
In this project, we have used two GUI
buttons to allow users to navigate /
toggle between different views of the
same 3D model. The models are placed in
a chronological order - i.e, the next view
of the model is obtained from the
previous view.
5.3.2 GUI
The graphical user interface of
Augmented Reality Apps are primarily
simple because a major chunk of screen
space is dedicated to the camera for easy
viewing. Any additional content that
needs to be shown to the user is
subsequently placed on layers above the
camera layer.
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5.4 Application
We divided our teaching into two
modules, based on the content finalized
through feedback from our qualitative
research. These modules are:
1. Understanding 3D Closed Packing
Structure
1a. Hexagonal Close Packing
1b. Cubic Close Packing
2. Understanding Voids
2a. Tetragonal voids
2b. Octahedral voids
5.5 App Flow
The flow of the app can be understood
through the following steps:
5.5.1 Module 1
1. User is reading the NCERT book and
comes across the concept of 3
Dimensional closed packing.
Figure 20: Task Flow Diagram, Module 1
3. The home screen of the application is
essentially live feed from the camera of
the device. The user points the device to
the page of the NCERT book.
4. The 3D model is augmented on the
device with audio feedback. Virtual
buttons to toggle between hexagonal
close packing and cubic close packing are
also augmented on the device. This 3D
model consists of two layers of atoms in
which placement of second layer is
shown through animation. The first layer
is white in color while the second is in
green. Different colors are used to for
different orientations of layer and easy
understanding.
5. The user points / touches the desired
concept to be explored on the NCERT
book.
6. Subsequently, the animation and
placement of third layer is shown
2. User turns on the application on his
mobile / tablet
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6. a Hexagonal Close Packing
In case of hexagonal close packing, the
third layer is positioned exactly the same
way as the first layer, forming ABAB
structure. The placement of third layer
(white in color, same as first layer) is
shown through animation upon selection
of hexagonal close packing through the
virtual button on the book.
Figure 21: App Screenshots, Module 1
Also, once the user selects hexagonal
close packing, two GUI buttons appear on
screen (image here) namely ‘Next’ &
‘Back’. These buttons can be used to
navigate back and forth to subsequent
views of this packing. In the next view
(image here), additional atoms from each
layer are removed leaving out just one
unit cell, to be able to visualize the
hexagon formed through such a packing.
In the subsequent view, a a translucent
hexagon is augmented over the atoms to
show how the unit cell looks. Each of
these steps is accompanied with audio
feedback explaining the concept and
providing concepts.
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Finally, for effective learning of these
concepts, the user is prompted with a
question related to the concepts shown
in the previous slides in the form of a
multiple choice question. In case a user
answers correctly, the user is prompted
again with a question about reasoning of
the correct answer / why other options
were incorrect. Only upon correctly
answering both these questions is the
user shown an explanation about the
actual answer of the question. Such a
twofold system of testing ensures that
the student approaches a problem from
different perspectives and identifies
different use cases (For example,
visualization of layering of atoms in a
different fashion / orientation). It also
helps complete the learning cycle of the
concept being communicated through
the application.
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6. b Cubic Close Packing
Figure 22: App Screenshots, Module 1
Figure 23: AppTest Screenshots, Module 1
In case of cubic close packing, the third
layer is not aligned either with the first
layer or the second layer. Thus, the third
layer has its own color (blue) the atoms
of which are placed such that they fit into
the octahedral voids formed by the
previous two layers. When the user
selects cubic close packing through the
virtual button, placement of this layer is
shown through animation over the first
two layers. Also accompanying the third
layer is the fourth layer in white, which is
aligned exactly with the first layer,
thereby forming ABCABC layering of
Cubic close packing.
Similar to hexagonal close packing, upon
selected of CCP through the virtual
button, two GUI buttons appear on
screen (image here) namely ‘Next’ &
‘Back’. These buttons can be used to
navigate back and forth to subsequent
views of this packing. In the next view
(image here), additional atoms from each
layer are removed leaving out just one
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unit cell, to be able to visualize the cube
formed through such a packing. In the
subsequent view, a a translucent cube is
augmented over the atoms to show how
the unit cell looks. Each of these steps is
accompanied with audio feedback
explaining the concept and providing
concepts. This particular visualization of a
cube is of importance to us since it
involves rotation of the atoms at an
angle which is difficult to visualize. The
color coding used layers wise
accompanied with freedom to spatially
move in 3D helps students correlate this
form of ccp to the 1st state (ABCABC)
The user can navigate back to any of the
previous views through on screen
buttons. The user can also navigate to
other concept (Cubic Close Packing)
through virtual button. Also, these
models of CCP are accompanied by a test
question, followed by a question on the
justification of incorrect options.(Similar
to the model followed in hexagonal close
packing).
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5.5.2 Module 2 Understanding Voids
Voids are the empty space created
between atoms when they arranged very
nearby. For students, understanding
different kind of voids, how they are
formed, their 3d positions in single unit
cells and how they are shared between
multiple unit cells are very important. In
ionic crystalline solid structures cations
are present on voids. Therefore, to
calculate cation anion ratio in a molecule,
it is important to know above mentioned
details about voids.
Therefore, in our second module we
chose voids in Face Centred Cubic (FCC)
as our content material. In a Face
Cantered Cubic unit cell, there are atoms
at each corner of the cube as well as on
the centre of each face. There are two
type of voids in FCC: (i) Tetragonal Voids
(ii) Octahedral Voids. These voids in FCC
unit cell are described on page 17 of 12th
class Chemistry NCERT book. There are
two diagrams on the page: upper one for
tetragonal voids and lower one for
octahedral voids.
Figure 24: Task Flow Diagram, Module 2
When student starts the Clearn (AR
application) and bring the camera in front
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of the page 3d model of FCC is
augmented on the screen. Also, there are
two virtual buttons on the page, one on
each diagram and so for void type.
Student can choose to learn any of the
void concept by point towards desired
virtual button.
Tetragonal voids
A tetragonal void is formed by placing
fourth atom over the depression among
three closely arranged face centred
atoms. Initially, all atoms of FCC unit cells
are colored grey. When tetragonal void’s
virtual button is pressed, the four
relevant atoms are colored orange to
distinguish them from other molecules.
These four atoms are joined and four
triangular green translucent faces are
shown to form the tetrahedron. Other
than these changes in 3d model, ‘Back’
and ‘Next’ are also shown on the screen.
Student can toggle between different
steps/models using these buttons. By
pressing next button small green sphere
is shown at exact center of the
tetrahedron. This sphere abstractly
represent the position of tetrahedral
void. So, tetrahedral voids are present on
the one-fourth of the body diagonal of
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FCC unit cell. In Sodium Oxide, Sodium
atoms in green are placed at these
tetrahedral voids. On pressing next
button, all 8 tetragonal voids are shown
as green spheres and all other spheres
are turned into orange. Instructional
audio related for each mode is also being
played.
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the position of octahedral void. In
Sodium Chloride, Sodium atoms in green
are placed at these octahedral voids. On
pressing next button, all 13 positions of
octahedral voids are shown which due to
sharing of edge centered atoms are
effectively four. Instructional audio
related for each mode is also being
played.
Octahedral voids
Figure 25: App Screenshots, Module 2
Whenever three closely packed atoms
are placed directly over three oppositely
oriented atoms, an octahedral void (OV)
is formed within them. There are two
types of such voids in fcc unit cell. The
first formed at a body center is shown
here. When octahedral void’s virtual
button is pressed, octahedral void at
body center of FCC unit cell is shown with
three spheres of same layer as blue and
other three as orange. On pressing next
button, second type of octahedral void,
edge centered void is shown. This time
four unit cells are shown and one edge
centered OV is shared among these four
unit cells. After pressing next button,
small red sphere is appeared on the exact
center of the octahedron formed by 6
face centered atoms around center of
unit cell. This sphere abstractly represent
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5.6 Audio components
To assist learning and provide instruction,
audio feedback was added into the
application to guide users through the
flow of the application as well as help in
instruction. A mute button to turn of
these instructions has also been provided
on the GUI.
The following is the audio feedback given
by the application at respective stages:
Module 1 : Understanding 3D Closed
Packing Structure
Stage 1
(Layer 1 + Animation of Layer 2 on top
of it)
“3Dimensional close packed structure can
be generated by placing layers one over
the other. Let us take a two dimensional
hexagonal close packed layer ‘A’ colored in
white and place a similar layer colored in
green above it such that the spheres of the
second layer are placed in the depressions
of the first layer. Let us call the second
layer B.
Figure 26: 3D Models, Module 1
finger at either the diagram of hcp or ccp
on your NCERT book (Figure 1.18 b)”
Stage 2a
User selects hcp virtually
“In Hexagonal close packing, tetrahedral
voids of the second layer in green are
covered by the spheres of the third layer in
white, which is aligned exactly with the
first layer. Thus, the pattern of spheres is
repeated in alternate layers and is often
written as ABAB.
Toggle between different visual modes by
on screen buttons.”
Stage 2b
User toggles to next mode (hcp)
“One unit cell of such hexagonal close
packing can now be seen after removal of
atoms of other cells from each layer.”
For placement of the third layer, point your
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Stage 2c
User toggles to final mode (hcp)
“The faces of this hexagonal unit cell can
now be seen. This sort of arrangement of
atoms is found in many metals like
magnesium and zinc.”
Stage 3b
User selects ccp virtually
“In Cubic close packing, octahedral voids of
the second layer in green are covered by
the spheres of the third layer in blue. When
placed in this manner, the spheres of the
third layer are not aligned with those of
either the first or the second layer. Only
when fourth layer in white is placed, its
spheres are aligned with those of the first
layer from which the pattern ABCABC
emerges.
Toggle between different visual modes by
on screen buttons.”
Stage 3c
User toggles to next mode (ccp)
Figure 27: 3D Models, Module 1 and 2
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“One unit cell of such cubic close packing
can now be seen after removal of atoms of
other cells from each layer. “
Stage 3d
User toggles to final mode (ccp)
“The faces of this cubic unit cell, known as
face centred cubic can now be seen. Note
how the original layers are oriented within
a cubic cell. Metals such as copper and
silver crystallise in this structure.”
Module 2: Understanding Voids
Stage 1: Cubic model
“In a Face Centered Cubic arrangement,
there are atoms at each corner of the cube
as well as on the centre of each face.
Point your finger at Figure 1 or Figure 2 to
know more about tetrahedral or
octahedral voids respectively.”
Stage 2a: Tetragonal void is selected
“Tetragonal void is selected.
A regular tetrahedron is formed
connecting three face centred atoms and
one atom at the corner of the unit cell
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(Orange in color). This tetrahedron is
actually the tetragonal void within the
four atoms.
Toggle between different visual modes by
on screen buttons.”
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“Octahedral voids are formed on the
center of the edges as well. It can be seen
that one edge centered octahedral void is
shared amongst four unit cells.”
Stage 3c: Next mode of Octahedral
void
Stage 2b: Next mode of tetragonal void
“Within this tetragonal void formed inside
the tetrahedron, an atom can be placed.
For example, in Sodium Oxide, Sodium
atoms in green are placed at these
tetrahedral voids.”
“Within this octahedral void formed inside
the octahedron, an atom can be placed.
For example, in Sodium Chloride, Sodium
atoms in red are placed at octahedral
voids.”
Stage 2c: Final mode of tetragonal void
Stage 3d: Final mode of Octahedral
void
“A total of 8 such tetragonal voids are thus
formed in each fcc unit cell, as shown.”
“Effectively there are 4 such octahedral
voids formed in each fcc unit cell.”
Stage 3a: Octahedral void is selected
“Whenever three closely packed atoms are
placed directly over three oppositely
oriented atoms, an octahedral void is
formed within them. There are two types
of such voids in fcc unit cell. The first
formed at a body centre is shown here.”
Figure 28: 3D Models, Module 2
Stage 3b: Next mode of Octahedral
void
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Chapter 6: Testing
The prototype developed so far is being
currently tested at Kendriya Vidyalaya, IIT
Guwahati amongst class XII children. The
testing is expected to complete by
November 15th, 2013. Aim of this testing
phase is to get the initial feedback of
concept and prototype from its primary
users i.e. students, identify the major
shortcomings in them and then look for
the scope for improvement.
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Chapter 7: Conclusion & Discussion
The focus of the project for the first
phase lied in acquiring sufficient skills to
be able to implement and development a
working AR tool to aid chemistry
teaching. Although this has been
achieved, there lies a lot of potential in
improvements of this tool to incorporate
effective learning. For example, in future,
it is likely that text books would be
replaced by tablet based devices / new
technologies. In such cases, our tool can
be used but with a completely different
use case. To illustrate this, consider a
class of 40 students in near future all of
which use tablet PC’s for all of their
school / academic tasks. Keeping this in
mind, our solution can be designed in a
manner in which for a user to correctly
view the answer of the question asked in
the application, he needs to augment his
tablet over his classmates tablet till he
finds the correct match. In this case, if
our application is used, students can
collaborate with each other for effective
learning. Several more use cases and
scenarios can be developed on these
lines to establish the use of this tool in
near future.
Once these use cases have been
developed and feedback from initial
testing has been incorporated, we would
move towards designing the comparative
research experiment to be carried out
next semester.
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References
[2] Azuma, R. “A Survey of Augmented
Reality” In Presence: Teleoperators and
Virtual Environments, Vol. 6, No. 4,
August 1997, pp. 355-385.
[6] Chen, Y. “A study of comparing the
use of augmented reality and physical
models in chemistry education”,
Proceedings of the 2006 ACM
International Conference on Virtual
Reality Continuum and Its Application,
Hong Kong, China, June 14- June 17,
2006, pp. 369-372.
[3] Oda, O. Lister, L. J. White, S. Feiner, S.
“Developing an Augmented Reality
Racing Game” Proceedings of the 2nd
International Conference on Intelligent
Technologies for
[7] Bauer M, Brügge B, Klinker G,
MacWilliams A, Reicher T, Riß S, Sandor C,
Wagner M (2001)Design of a componentbased augmented reality framework. In:
Proc. of the ISAR 2001, pp 45–54
Interactive Entertainment. Cancun,
Mexico, 2008.
[8] Hampshire A, Seichter H, Grasset R,
Billinghurst M (2006) Augmented reality
authoring: generic context from
programmer to designer. In: Proc. of the
OZCHI 2006, pp 409–412
[1] Johnstone, A. H. J. of Chem. Educ.,
2010, 87, 7, 22-29.
[4] Pantelidis, V. S. “Reasons to Use
Virtual Reality in Education” VR in the
Schools, Vol. 1. No. 1 June 1995, p. 9.
Revised November 2009 and available at
http://vr.coe.ecu.edu/reas.html
[5] Winn, W. “A Conceptual Basis for
Educational Applications of Virtual
Reality” Technical Report TR 93-9.
Washington: University of Washington,
August 1993.
[9] Steed A, Slater M (1996) Dataflow
representation for defining behaviors
within virtual environments. In:Proc. of
the Virtual Reality Annual International
Symposium 1996, pp 163–167
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[10] Gagne, R. M., Briggs, L. J. and Wager,
W. W. 1992. Principles of instructional
design. Harcourt Brace Jovanovich
College Publishers.
[11] Dede, C. 1995. The evolution of
constructivist learning environments:
Immersion in distributed, virtual worlds.
Educational Technology, 35, 5, 46-52.
[12] Shelton, B. E., and Hedley, N. R. 2004.
Exploring a cognitive basis for learning
spatial relationships with augmented
reality. Tech., Inst., Cognition and
learning, 1, 323-357.
[13] Schank, P., and Kozma, R. 2002.
Learning chemistry through the use of a
representation- based knowledge
building environment. Journal of
Computers in Mathematics and Science
Teaching, 21, 3, 253-279.
[14] Johnstone, A. H. (1991). Why is
science difficult to learn? Things are
seldom what they seem. Journal of
Computer Assisted Learning, 7(2), 75–83.
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Appendix 1: Summary of Responses
Teacher Q1- Difference
A
B
C
As solid states
involves 3d
concepts, it
requires more
visualization and
imagination skills
of the students
Q2 - Modules
Important Topic
Q3 - Difficulty
(Teacher)
1. Crystal lattice/ Bravis
Structure (14) 2.Cubic
structure -> Packing
Efficiency 3.Defects in
crystals
Packing
efficiency as it
involves lots of
numericals to
solve: density,
no. of voids, no.
of substituent
particles
3d concepts to
convey. HCP is
Cation, anion
difficult
ratio. density.
relative to CCP.
numericals
abc layer type
is tougher
sufficient for
12th board
syllabus but not
for competitive
exams
Module 2 and Module 3
Yes. I tried the following ball
stick models: Deluxe Version
From a simple
Solid State Model Kit
text book
(http://ice.chem.wis
perspective, it is c.edu/Catalog/SciKi
one of the best. ts.html#Anchor-Solid-31140).
It tries to make Currently I am using bits of J3D
students
animation from
visualize quite a http://www.chm.davi
bit.
dson.edu/vce/ which are
extremely effective and students
just enjoy them.
Module 1: Classification
of solids; Module 2:
Structure of Crystalline
solids-> Unit cells – close
packing – voids – rank of
Yes, as it requires unit cells – density of
quite a bit of
cubic unit cell – density
visualization.
of hexagonal unit cell;
Module 3: Structure of
simple ionic solids;
Module 4 : Defects,
Electrical and Magnetic
Properties
Need to visualize
and understand
molecular
Lattice, Unit cells,
structure in 3d
Arrangement ->
arrangement, voids,
space whereas
Visualization
coordination no.
other chapters
require lots of
calculation
In hexagonal
packing
visualization is
bit difficult and
then voids in
hexagonal
packing
Q4 - Difficulty Q5- NCERT
(Student)
sufficient?
NCERT is not
sufficient in
To understand
terms of depth
3d
of concept.
arrangement
foreign author
and draw it on
books can be
paper.
used for
reference
Q6- Extra tools
videos: to show how molecules
are arranged and voids are
created. 3d models: in abc-abc
both tetrahedral and octahedral
voids together. Presentations.
Spheres arrangement in
reference to room
Time consuming to make slides
or use 3d models. non availability
of 3d models in market
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Unlike, other
chapters Solid states
includes 3
dimensional
structures and
D
students need to
first understand
these 3d structure
to grasp the other
concepts.
1. crystalline vs. amorphous
solids, 2. Basic 7 structure
in crystalline solid, 3.
Particle position in
structures, 4. Different Unit
cells, 5. Properties of
different crystalline
structures
1. Class-1: crystalline and
amorphous solid, symmetry
elements, Formation of
it gives help to
unit cell, Bravias lattice,
understand 3-D
Different types of unit cell;
structures of metals
Class-2: HCP and CCP
E and Ionic
structure, Different types
Compounds.
of structures of ionic
Visualization in 3-D
crystal, Octahedral and
is required.
tetrahedral voids; Class-3:
Miller indices, Applications
defects
How particles
are shared
among
Difficulty in understanding 3d
multiple unit crystalline structure, voids.
cells. voids
Imperfection in solids
are important
for ionic solid
Visualization of
structures and how to
Topics form a 3-D structure.
of class Spatial arrangement
-1 and understanding on
class -2 boards some time
become difficult for
many students
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NCERT books are good
and there are some
diagrams and
explanations for 3d
concepts but not
sufficient. Other guide
books are referred.
Pictorial representation
are very good in
comparison with NCERT.
Takes help of animation and
ball- stick modals. Use
example of room to teach
arrangement of atom in
cubic unit cell and sharing
among different unit cells
Although it is good but
not sufficient. help of
teacher is required to
interact
Unfortunately the videos
and models are not very
useful and user friendly so
they also do not provide
much help for teachers. If
we can have the
visualization of the 3-D
structure that how a
structure is formed step
wise it will help. it should be
handy and simple to use.
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Appendix 2: Connecting Design Project 3 and Design Project 4
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Appendix 3: Image Trackers, Module 1 and 2
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