The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR-technologies to support the chemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR-tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR-technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently ARtechnologies of the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for working with the chemical equipment and utensils using the augmented reality.
The reformation of school education happening in accordance with the conception “New Ukrainian School” includes the changes into the pupils’ competence set, among which some of them could be distinguished: the innovation, the information-communication and digital competences, the competences in the Natural Sciences, the techniques and technologies, the lifelong learning and etc.
The main method of providing the effectiveness of the educational reform implies the end-to-end using of information-communication technologies in the educational process and the management of the establishments and the system of education. The system application of ICT in the education has to expand essentially the teachers’ possibilities, to organize the interaction between the teacher and students, to form students’ technological competences that are important to our century.
The reformation of school education provides for the increase of the project,
command and group pupils’ activity in the educational process. According to this fact the
variants of the educational organization will be varied especially by using mobile
workplaces that are easily transformed for the group activity. The planning and design of the
educational space will be aimed at the child’s development and his/her motivation to
the learning by means of ICT, the multimedia devices, the laboratory renovation for the
studying natural-mathematic subjects [
Children today are getting used to data availability, possibility to obtain data whenever and anywhere they may need it. They are getting accustomed to the virtual reality as well. Therefore, so called SMART-education which implies the use of smartphones, tablets, interactive blackboards and other devices with internet access is becoming more popular [25; 26].
The integration of an educational process with the use of mobile devices and computers, real objects with virtual ones, acquisition of necessary data about the objects which are being studied with their three-dimensional visualization is made possible due to augmented reality [18].
According to the definition of Ronald T. Azuma, Augmented Reality (AR) is a type
of the virtual environment (or virtual reality) which complements an objective reality
but does not change it entirely. Augmented reality allows a user to see a real world with
virtual objects being either imposed or joined with the real world [
The major features of the augmented reality are a combination of both real and
virtual objects in the real environment, a real-time environmental operational practice,
interactivity, equalization of the peculiarities of real and virtual objects [
Chemistry is considered to be a complicated science due to the use of notions which cannot become the objects of direct comprehension and as a result students have to create images, virtual objects exactly in their imagination. Not all students are able to create such objects or to create them in an appropriate way for the reality that is why means of teaching intended for intensifying visibility are of always concern in the process of chemistry teaching [20; 21; 22]. Augmented reality is considered to be one of such modern tools.
Despite a fifty year long history of the development of the conception of augmented reality, in chemistry teaching practice technologies of augmented reality (ARtechnologies) have been actively used since the beginning of the 2000s. It is due both to the development of the software for creating and simulating the systems of augmented reality and the increase in the availability of mobile devices with the necessary functional specifications which has made it possible for students to use ARtechnologies not only in special laboratories (as a rule, in computer labs), but in chemistry laboratories and other special chemical facilities.
A considerable amount of experience has been gained not only in terms of methods of creating and using augmented reality tools in the process of chemistry teaching but in terms of the assessment of its didactic significance, influence on the learning process, advantages and disadvantages while studying certain disciplines of chemistry as well.
In particular, Zeynep Tachgin together with the co-authors have pointed out that
technologies of augmented reality are the most essential ones for studying
non-perceptible notions (atom, molecule, chemical bonds etc.) and emphasized the necessity of
involving experts on the scientific and methodological issues in the process of choosing
the content and designers in the process of improving the quality of graphic design [30].
It has been noted that the quality of 3D-models and graphic interface of tools of
chemistry teaching which use augmented reality has a positive influence on the users’ level
of interest in the discipline and a corresponding increase of acquiring knowledge [
Su Cai together with the co-authors [
The use of augmented reality tools created on the base of freely accessible software in the learning process has made it possible for a group of Spanish researches to determine the increase in the level of interest in chemistry acquisition, the development of comprehension about the crystal structure of substances and the improvement of students’ skills to interpret two- and three-dimensional schemes. The participants of the study have noted the possibility to handle three-dimensional models and to perceive them from sides and different angles to be the main advantages of technologies of augmented reality [23]. Similar results have been achieved in the study held among students in the process of organic chemistry learning [27].
Dragos Daniel Iordache together with the co-authors [
The use of 3D-models of molecules for intensifying the effectiveness of organic
chemistry [
A growing interest in chemistry learning due to chemical reaction modelling via technologies of augmented reality that is by visualization tools of chemical experiments (particularly dangerous and conducted with difficulties) has been considered worth noting by a group of researches [32; 34].
Also a considerable potential of technologies of augmented reality not only in chemistry teaching but in the sphere of chemical studies such as: modelling, intermolecular interaction, mechanisms of chemical reactions, molecular design etc. has been detected [14; 19].
Therefore, the effectiveness of the use of AR-technologies as tools of intensifying the process of chemistry teaching is undeniable on condition of their methodologically appropriate use.
The generalization of the existing experience of the use of technologies of augmented reality in the process of chemistry teaching makes it possible to determine some key directions of their use: 1. visualization and granularity of the structure of objects and simulation of their interaction which are inaccessible for the direct observation; 2. additional data provision about the objects in written, visual or audio-visual forms; 3. simulation of work with different equipment in order to master and to develop skills of dealing with them.
The comparison of particular characteristics of certain supporting tools of chemistry teaching via the use of technologies of augmented reality is represented in Table 1.
Arloon Chemistry 3D-modelling of the process of molecular or crystal creation from
[
the possibility to look through additional data
3D-modelling of molecular structures with the possibility to use the
HTMoL – AR computational characteristics of molecules and semiautomatic
plugin [28] animation for reactions through linear interpolation of atom
coordinated between gradual computational stages of reactions
Elements4D [
Russian-language resource of modelling interactions between
EVToolbox [
In most cases augmented reality software used as supporting tools of chemistry teaching operates in accordance with the classical pattern: selection of an image and its identification as a marker →search of a model corresponding to the marker →an imposition of the model (as a rule, it is a 3D one) on the image of the marker and its demonstration on the screen of the device.
The following things can serve as markers: 1. artificial markers (images on the plane something similar to QR-codes or other images); 2. chemical symbols; 3. real objects.
Typically only two first types of markets are used in augmented reality tools to support chemistry teaching. It is justified by the simplicity of the creation of connection between a marker and a model and a high operational stability of this system. Whereas real objects are almost of no use and do not serve as markers.
The publication of AR-books – printed books (popular scientific literature, textbooks and teaching manuals) with the elements of AR-technologies is becoming some kind of modern trend of nowadays in the use of AR-technologies. The Hungarian authors [24] have described their experience of creation AR-textbook on chemistry for secondary schools (certain sections of the syllabus for the ninth grade). The authors have conducted an experiment and the results of which have led to the conclusion about a higher level of effectiveness of the use of AR-textbooks in comparison with ordinary ones.
The group of authors from the Republic of Turkey has suggested a set of images [
Augmented reality tools in chemistry teaching are used on the introductory stage of new material and knowledge acquiring and on the stages of learned content retention and systematization, stages of preparations for laboratory tests, for conducting tests or modelling a process of their implementation (in case they are dangerous or their implementation is impossible due to other reasons), independent study, knowledge check and self-check.
The following should be attributed to the main advantages of the use of technologies of augmented reality in chemistry teaching: ─ granularity and 3D-modelling of objects which are inaccessible for the direct observation (taking into account expensive or rare equipment) which used to be represented as spatial images and schemes; ─ mobility and availability to users; ─ simplicity of use and comprehension; ─ the possibility to use both in formal and informal education; ─ modernity which highlighted interest is explained by; ─ considerable potential allowing to create different supporting tools of chemistry teaching.
Most modern AR-technologies of supporting chemistry teaching are aimed solely at the visualization of molecular and crystal structures, atom and molecular structures.
There is no known Ukrainian-language product among wide spread tools of augmented reality in chemistry teaching. Although, the use of most AR-technologies to chemistry teaching is user friendly there is still a necessity to create Ukrainian ARtechnologies of high-quality for supporting chemistry teaching.
Taking into account an urgent necessity to reform and modernize the system of education in Ukraine, we consider the creation and implementation of technologies of augmented reality of chemistry teaching in the learning process on different levels: basic and specialized secondary education, different levels of technical and vocational education and higher education to be one of the key tasks of our further work.
The creation of AR-technologies of chemistry teaching, Ukrainian analogues of already known foreign tools, is being planned. It is planned to create tools which will apply possibilities of augmented reality in chemistry teaching which are of little use now. Training manuals, text books, methodical recommendations on doing chemistry laboratory works, popular scientific literature and handbooks with the support of augmented reality, 3D-modelling of molecules etc. should be named among AR-tools of the first group. As for the second group it is planned to create AR-tools of chemistry teaching which provide the opportunity for getting additional information about glassware and equipment, capturing the essence and mechanism of their functioning, modelling their application, creating tools to conduct chemical experiments from different sections of chemistry virtually, using equations of chemical reactions or chemical formulas of substances etc. as markers. 17. MEL Science: MEL Chemistry. https://melscience.com/en/app/ (2018). Accessed 19 Jan 2018 18. Modlo, E.O., Echkalo, Yu.V., Semerikov, S.O., Tkachuk, V.V.: Vykorystannia tekhnolohii dopovnenoi realnosti u mobilno oriientovanomu seredovyshchi navchannia VNZ (Using technology of augmented reality in a mobile-based learning environment of the higher educational institution). Naukovi zapysky, Seriia: Problemy metodyky fizyko-matematychnoi i tekhnolohichnoi osvity. 11(1), 93–100 (2017) 19. Musio, B., Mariani, F., Śliwiński, E.P., Kabeshov, M.A., Odajima, H., Ley, S.V.: Combination of Enabling Technologies to Improve and Describe the Stereoselectivity of WolffStaudinger Cascade Reaction. Synthesis. 48(20), 3515–3526 (2016) 20. Nechypurenko, P.P., Semerikov, S.O., Selivanova, T.V, Shenayeva, T.O.: Information and communication tools for pupils’ research competence formation at chemistry profile learning. Information Technologies and Learning Tools. 56(6), 10–29 (2016) 21. Nechypurenko, P.P., Semerikov, S.O., Tomilina, L.I.: Teoretyko-metodychni zasady vykorystannia informatsiino-komunikatsiinykh tekhnolohii yak zasobu formuvannia doslidnytskykh kompetentnostei starshoklasnykiv u profilnomu navchanni khimii (Theoretical and methodical foundations of using ICT as a tools of forming the senior pupils’ research competencies in the chemistry profile learning). Publishing Department of the SIHE “Kryvyi Rih National University”, Kryvyi Rih (2018) 22. Nechypurenko, P.P., Semerikov, S.O.: VlabEmbed – the New Plugin Moodle for the Chemistry Education. In: Ermolayev, V., Bassiliades, N., Fill, H.-G., Yakovyna, V., Mayr, H.C., Kharchenko, V., Peschanenko, V., Shyshkina, M., Nikitchenko, M., Spivakovsky, A. (eds.) ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer 2017, 13th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer (ICTERI, 2017), Kyiv, Ukraine, 15-18 May 2017. CEUR Workshop Proceedings (CEUR-WS.org), vol. 1844, pp. 319–326 (2017) 23. Núñez, M., Quirós, R., Núñez, I., Carda, J.B., Camahort, E.: Collaborative Augmented Reality for Inorganic Chemistry Education. In: EE'08 Proceedings of the 5th WSEAS/IASME international conference on Engineering education, Heraklion, 22–24 July 2008, pp. 271– 277. World Scientific and Engineering Academy and Society (WSEAS), Stevens Point (2008) 24. Pasaréti, O., Hajdú, H., Matuszka, T., Jámbori, A., Molnár, I., Turcsányi-Szabó M.: Augmented Reality in education. In: INFODIDACT Informatika Szakmódszertani Konferencia. http://people.inf.elte.hu/tomintt/infodidact_2011.pdf (2011). Accessed 17 Jan 2018 25. Semerikov, S., Teplytskyi, I., Shokaliuk, S.: Mobilne navchannia: istoriia, teoriia, metodyka (Mobile learning: history, theory, methodic). Informatyka ta informatsiini tekhnolohii v navchalnykh zakladakh. 6, 72–82 (2008) 26. Semerikov, S., Teplytskyi, I., Shokaliuk, S.: Mobilne navchannia: istoriia, teoriia, metodyka (Mobile learning: history, theory, methodic). Informatyka ta informatsiini tekhnolohii v navchalnykh zakladakh. 1, 96–104 (2009) 27. Singhal, S., Bagga, S., Goyal, P., Saxena V.: Augmented Chemistry: Interactive Education System. International Journal of Computer Applications. 49(15), 1–5 (2012). doi:10.5120/7700-1041 28. Sliwinski, E.P., Kabeshov, M.A., Ley, S.V.: HTMoL – AR plugin: A web-based interactive 3D molecular viewer with Augmented Reality & Holographic Display. GitHub. https://github.com/es605/HTMoLAR (2018). Accessed 21 Jan 2018 29. StudyMarvel AR: StudyMarvel - Chemistry AR. https://play.google.com/store/apps/details?id=com.StudyMarvelAR.ImmersiveChemistryAR (2016). Accessed 31 Dec 2017