1. 1

2. [Ref. Page 15, Chemistry NCERT book, 12th Standard]

3. 3D is diffcult to
Teach
Represent
Visualize
in 2 Dimension
Understand

5. Augmented Reality is a technology
which
• Combines real and virtual imagery
• Is interactive in real time
• Registers the virtual imagery with the real world
[Azuma, 1997]

6. Augmented Reality is a technology
which is of relevance in education because it
• Draws attention - critical in instruction
• Conveys spatial cues directly instead of just visual images
• Is used with hands, and provides sensorimotor feedback
• Provides constructivist environment to enhance learning
• Direct manipulation in comparison with mouse-based computergenerated visualization
[Gagne et al., 1992; Dede, 1995; Shelton, 2004; Schank, P., 2002]

7. Image Source: http://www.courser.org/

8. E Learning
refers to training initiatives which provide learning material,
course communications, and the delivery of course content electronically
through technology mediation.
[Eddy and Tannenbaum, 2003]

9. E Learning draws our attention because..
•
•
•
•
Increased flexibility and convenience in taking courses
Time and place constraints are removed
Greater grasp over the learning process
Greater control in the hands of the learner over paceflow and interactions
[Wydra, F.T.,1980]

10. If you dont believe us..
• Organizations are currently spending over $16billion on technology-based
training [Industry training report, 2006]
• Millions of students are enrolling in web-based courses [Wirt et al.,2004]
•
E-learning market has a growth rate of 35.6% [Wu et al., 2006]

11. +
Chemistry
+
Augmented Reality
E Learning

12. Introducing Project

13. Department of Design, IIT Guwahati
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14. • Identify scope of Augmented Reality
in E Learning and in our subject of
interest - Solid State Chemistry
• Develop an AR based E Learning
solution for a specific section in Solid
State Chemistry
• Conduct a comparative study of the
developed solution with conventional
e learning solutions available as of today
Department of Design, IIT Guwahati
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15. • Case-study Topic
Solid States, Chemistrt, Standard XII – NCERT
• Target participant sample
Chemistry students of class 11th and 12th
• Augmented Reality SDK
Total Immersion D’Fusion Studio vs. Qualcomm
Vuforia
Department of Design, IIT Guwahati
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16. macro
sub - micro
symbolic
The Johnstone triangle
[Johnstone. A]

17. • Spatial ability is a prerequisite to the
understanding of three-dimensional
arrangements of molecules [Hyde et al. 1995]
• Spatial ability leads to a deeper understanding
of many chemical concepts [Pribyl and Bodner
1987; Yang et al. 2003]
• Students often have problems in generating a
spatial model from a two-dimensional illustration
[Garnett et al.1995; Wu and Shah 2004]
Department of Design, IIT Guwahati
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18. • The application shown in Figure 1 used AR
markers to represent ball and stick models
of amino acids.[Chen.Y]
Figure 1
Department of Design, IIT Guwahati
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19. • Augmented Chemistry (Figure 2) is a
workbench consisting of a table and a
rear-projection screen. Users interact with
models in this virtual environment using a
booklet and a cube. Each page in the
booklet is used to identify an element of
the periodic table. [Morten. F, Benedikt M]
Figure 2
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20. Department of Design, IIT Guwahati
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21. Need
Finding
Literature
Study
Interviews
Technology
Familiarization
Development
Content
Finalization
Department of Design, IIT Guwahati
Alpha
Testing
Debugging
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22. Department of Design, IIT Guwahati
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23. Teacher
School/
Coaching
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
Department of Design, IIT Guwahati
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24. • Difference b/w Solid States & other chapters
• Different modules in the chapter + Important
Modules
• Difficult modules to teach and learn
• NCERT vs. other reference books
• Aiding tools or techniques
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25. Department of Design, IIT Guwahati
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26. Department of Design, IIT Guwahati
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27. •
Solid States chapter is more demanding in terms of 3d
visualization and imagination for students (Consistent
feedback from teachers)
Department of Design, IIT Guwahati
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28. Department of Design, IIT Guwahati
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29. •
Solid States chapter is more demanding in terms of 3d
visualization and imagination for students (Consistent
feedback from teachers)
•
3d physical models could be difficult to make, store or
carry.
Department of Design, IIT Guwahati
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30. Department of Design, IIT Guwahati
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31. Department of Design, IIT Guwahati
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32. •
Solid States chapter is more demanding in terms of 3d
visualization and imagination for students (Consistent
feedback from teachers)
•
3d physical models could be difficult to make, store or
carry.
•
Numerical problems based concepts e.g. cation-anion
ratio are associated with extension of basic concepts of
3d structure arrangement and unit cells.
Department of Design, IIT Guwahati
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33. Department of Design, IIT Guwahati
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34. •
Solid States chapter is more demanding in terms of 3d
visualization and imagination for students (Consistent
feedback from teachers)
•
3d physical models could be difficult to make, store or
carry.
•
Numerical problems based concepts e.g. cation-anion
ratio are associated with extension of basic concepts of
3d structure arrangement and unit cells.
• Couple of teachers found Hexagonal cubic packing
relatively difficult to visualize and thus, to teach.
Department of Design, IIT Guwahati
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35. Department of Design, IIT Guwahati
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36. Department of Design, IIT Guwahati
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37. •
Solid States chapter is more demanding in terms of 3d
visualization and imagination for students (Consistent
feedback from teachers)
•
3d physical models could be difficult to make, store or
carry.
•
Numerical problems based concepts e.g. cation-anion
ratio are associated with extension of basic concepts of
3d structure arrangement and unit cells.
• Couple of teachers found Hexagonal cubic packing
relatively difficult to visualize and thus, to teach.
•
These models are just static 3d representation of one state
of lattices. Animations are again dynamic 2d
representation of crystalline structure.
Department of Design, IIT Guwahati
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38. Department of Design, IIT Guwahati
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40. •
•
•
•
•
•
Unstable Marker-Tracking
Trademark logo
Can only use markers for tracking
Interactive elements are difficult to add
Weak developer community
Lot of steps just for basic augmentation
Department of Design, IIT Guwahati
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44. Vuforia SDK
(unityPackage)
Image
Targets
Animation in 3d models
Virtual and GUI Buttons
Logistics in C sharp
Audio
Target
manager
Images
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45. Department of Design, IIT Guwahati
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46. Department of Design, IIT Guwahati
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47. Department of Design, IIT Guwahati
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48. Image is detected
and Face Centered
Cubic is shown
NCERT page
is shown
to device
Either
Tetragonal/
Octahedral void
Is chosen
Tetragonal
Body Centered
translucent
octahedron
One translucent
tetrahedron
Proceed
Proceed
Quiz
Next
All OV sites in a
FCC Unit cell are
shown
All TV sites in a
FCC Unit cell are
shown
Next
Next
Next
Sphere at center
Of tetrahedron
representing TV
Octahedral
Edge Centered
translucent
octahedron
Next
Sphere at center
Of octahedron
representing OV
Quiz
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49. Department of Design, IIT Guwahati
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50. Department of Design, IIT Guwahati
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51. NCERT page
is shown
to device
Either
HCP/CCP
Is chosen
Image is detected
and A-B layer
is shown
CCP
‘C’ and ‘A’
layer is
One CCP unit
cell is shown
’A’ layer appears
Next
Next
Next
One CCP unit
cell is shown
HCP
One HCP unit
cell is shown
Next
Translucent faces
are shown
Proceed
Proceed
Quiz
Quiz
Department of Design, IIT Guwahati
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52. Department of Design, IIT Guwahati
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53. • 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
Department of Design, IIT Guwahati
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54. GUI Buttons
Virtual Buttons
Department of Design, IIT Guwahati
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55. • 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.
• In this project, we have used two GUI buttons to
allow users to navigate / toggle between
different views of the same 3D model.
• An additional ‘mute’ GUI button has also been
added to control audio feedback.
Department of Design, IIT Guwahati
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56. Department of Design, IIT Guwahati
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57. Department of Design, IIT Guwahati
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58. Department of Design, IIT Guwahati
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59. Department of Design, IIT Guwahati
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60. Department of Design, IIT Guwahati
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61. Department of Design, IIT Guwahati
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62. •
Wow factor and non familiarity with technology major
driving force behind initial feedback.
•
Some students pointed that they would have liked to see
rotation and movement through touch gestures on phone
as well.
•
One student wanted content to be broken down to even
smaller steps (atom joining atom instead of layer joining
layer)
Department of Design, IIT Guwahati
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63. Department of Design, IIT Guwahati
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64. • Building is learning & fulfilling.
• To learn making very basic augmented reality
applications would’t need more than a week
• Finding right tool for such an app can take more
than one month
• Unity 3d with Vuforia SDK
• Basic C Sharp
• More features you add, more complex would be
the code structure
• Removing bugs takes much much more time than
making the application
Department of Design, IIT Guwahati
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65. Department of Design, IIT Guwahati
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66. • .apk format working android application
compatible with tablets and mobile phones
(android 4.04 & above)
• Database of audio content and 3d models
• Documentation of all findings, implementation in
a work-in-progress research paper
• Project Report
Department of Design, IIT Guwahati
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67. Department of Design, IIT Guwahati
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68. Formative assessment [1]
Formal and informal assessment procedures
To modify teaching and learning activities
To improve student attainment
Commonly contrasted with summative
assessment
• Exploring scope of formative assessment
•
•
•
•
Department of Design, IIT Guwahati
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69. Department of Design, IIT Guwahati
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70. •
•
•
•
More interaction features
Buttons or gestures for model rotation
Networking among different devices
Fixing bugs
Department of Design, IIT Guwahati
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71. Experiments
•
•
•
•
Independent and Dependent Variables
Participant Sample and Procedure of experiment
Data Analysis
Inferences
Department of Design, IIT Guwahati
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72. Web – mouse based
Chemistry
Course understanding
Our
Solution
Augmented Reality
Print
User perceived
engagement
E Learning
DP 3
User Satisfaction
Videos
DP 4

73. Department of Design, IIT Guwahati
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74. • [1] Crooks,, T. (2001). The Validity of Formative Assessments. British Educational Research Association Annual
Conference, University of Leeds, September 13–15, 2001
• Wydra, F.T.,1980. Learner Controlled Instruction.Educational Technology Publications, Englewood Cliffs, NJ.
•
Gagne, R. M., Briggs, L. J. and Wager, W. W. 1992. Principles of instructional design. Harcourt Brace Jovanovich
College Publishers.
•
Dede, C. 1995. The evolution of constructivist learning environments: Immersion in distributed, virtual worlds.
Educational Technology, 35, 5, 46-52.
•
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.
•
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, 253-27
•
Urhahne, D., Nick, S., & Schanze, S. (2009). The effect of three-dimensional simulations on the understanding of
chemical structures and their properties.Research in science education, 39(4), 495-513.
• Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of
successful e-learning environments.International Journal of Human-Computer Studies, 66(5), 356-369.
•
Hyde, R.T., Shaw, P.N., Jackson, D.E., & Woods, K. (1995). Integration of molecular modelling algorithms with
tutorial instruction. Design of an interactive three-dimensional computer-assisted learning environment for
exploring molecular structure. Journal of Chemical Education, 72, 699–702
•
Pribyl,J.R.,&Bodner,G.M.J.(1987).Spatialabilityanditsroleinorganicchemistry:Astudyoffour
• organiccourses. JournalofResearchinScienceTeaching, 24,229–240
•
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75. • Wu,H.-K.,&Shah,P.(2004).Exploringvisuospatialthinkinginchemistrylearning. ScienceEducation, 88,
• 465–492.
•
Yang,E.-M.,Andre,T.,&Greenbowe,T.J.(2003).Spatialabilityandtheimpactofvisualization/animation
• onlearningelectrochemistry. InternationalJournalofScienceEducation, 25,329–349.
• Garnett,P.J.,Garnett,P.J.,&Hackling,M.W.(1995).Students’ alternative conceptions in chemistry:
• A review of research and implications for teaching and learning. StudiesinScienceEducation, 25,
• 69–95.
•
Anonymous,2006. 2006 industry report.Training 43, 20–32
•
R.T. Azuma. A survey of augmented reality. Presence: Teleoperators and Virtual Environments 6:4, 355-385,
1997
•
Eddy, E.R., Tannenbaum, S.I.,2003. Transfer in an e-learning context. In: Holton, E.F., Baldwin,T.T.(Eds.), Improving
Learning Transfer in Organizations. Jossey-Bass, San Francisco
•
Kolbasuk McGee, M., 2004.The relearning of e-learning. Information Week
•
Wirt,J., Choy,S., Rooney,P., Provasnik, S.,Sen, A.,Tobin,R.,2004. The Condition of Education 2004. US Department
of Education, Washington, DC
•
Wu, J.P. , Tsai, R.J., Chen, C.C., & Wu, Y.C. (2006). An integrative model to predict the continuance use of
electronic learning systems: hints for teaching. International Journal on E-Learning, 5(2), 287–302
• Fjeld, M., & Voegtli, B. M. (2002). Augmented chemistry: An interactive educational workbench. In Mixed and
Augmented Reality, 2002. ISMAR 2002. Proceedings. International Symposium on (pp. 259-321). IEEE.
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76. • Chen, Y. C. (2006, June). A study of comparing the use of augmented reality and physical models in chemistry
education. In Proceedings of the 2006 ACM international conference on Virtual reality continuum and its
applications (pp. 369-372). ACM.
• Johnstone, A. H. J. of Chem. Educ., 2010, 87, 7, 22-29.
• Standard 12 Chemistry Part 1 NCERT
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