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{{Paper
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|title=Development and implementation of educational resources in chemistry with elements of augmented reality
|pdfUrl=https://ceur-ws.org/Vol-2547/paper12.pdf
|volume=Vol-2547
|authors=Pavlo P. Nechypurenko,Viktoriia G. Stoliarenko,Tetiana V. Starova,Tetiana V. Selivanova,Oksana M. Markova,Yevhenii O. Modlo,Ekaterina O. Shmeltser
|dblpUrl=https://dblp.org/rec/conf/aredu/NechypurenkoSSS19
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==Development and implementation of educational resources in chemistry with elements of augmented reality==
https://ceur-ws.org/Vol-2547/paper12.pdf
156
Development and implementation of educational
resources in chemistry with elements of augmented
reality
Pavlo P. Nechypurenko[0000-0001-5397-6523], Viktoriia G. Stoliarenko[0000-0002-4665-5710],
Tetiana V. Starova[0000-0001-7995-3506], Tetiana V. Selivanova[0000-0003-2635-1055]
Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine
acinonyxleo@gmail.com, st_viki@ukr.net,
simaneneko@ukr.net, vitro090@gmail.com
Oksana M. Markova[0000-0002-5236-6640]
Kryvyi Rih National University, 11, Vitaliy Matusevych Str., Kryvyi Rih, 50027, Ukraine
markova@mathinfo.ccjournals.eu
Yevhenii O. Modlo[0000-0003-2037-1557], Ekaterina O. Shmeltser
Kryvyi Rih Metallurgical Institute of the National Metallurgical Academy of Ukraine,
5, Stephana Tilhy Str., Kryvyi Rih, 50006, Ukraine
eugenemodlo@gmail.com
Abstract. The purpose of this article is an analysis of opportunities and
description of the experience of developing and implementing augmented
reality technologies to support the teaching of chemistry in higher education
institutions of Ukraine. The article is aimed at solving problems: generalization
and analysis of the results of scientific research concerning the advantages of
using the augmented reality in the teaching of chemistry, the characteristics of
modern means of creating objects of augmented reality; discussion of practical
achievements in the development and implementation of teaching materials on
chemistry using the technologies of the augmented reality in the educational
process. The object of research is augmented reality, and the subject - the use of
augmented reality in the teaching of chemistry. As a result of the study, it was
found that technologies of augmented reality have enormous potential for
increasing the efficiency of independent work of students in the study of
chemistry, providing distance and continuous education. Often, the technologies
of the augmented reality in chemistry teaching are used for 3D visualization of
the structure of atoms, molecules, crystalline lattices, etc., but this range can be
expanded considerably when creating its own educational products with the use
of AR-technologies. The study provides an opportunity to draw conclusions
about the presence of technologies in the added reality of a significant number
of benefits, in particular, accessibility through mobile devices; availability of
free, accessible and easy-to-use software for creating augmented-reality objects
and high efficiency in using them as a means of visibility. The development and
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
157
implementation of teaching materials with the use of AR-technologies in
chemistry teaching at the Kryvyi Rih State Pedagogical University has been
started in the following areas: creation of a database of chemical dishes,
creation of a virtual chemical laboratory for qualitative chemical analysis,
creation of a set of methodical materials for the course “Physical and colloidal
chemistry”.
Keywords: augmented reality, chemistry education, technology of the
augmented reality (AR-technology), tools for the development of objects of
augmented reality.
1 Introduction
The educational process in higher education institutions in Ukraine has recently
become aware of serious changes related to both the forms of its organization and its
structure. In particular, curricula for training bachelors and masters in most areas of
learning are built in such a way that the share of independent work ranges from 50 to
70% of their total volume. In addition, one should take into account the possibility of
different force majeure circumstances, both objective and subjective, that can
significantly increase the proportion of self-training students within individual
disciplines.
Also, the organization of a modern educational process in the institutes of higher
education is significantly influenced by the tendencies towards globalization, which
are manifested in the needs of students in distance education, continuing education,
and so on.
Higher education institutions should address the challenges associated with the
above-mentioned changes, with no loss as educational services provided. The most
optimal way of modernizing the educational process in these cases is the widespread
and methodically balanced use of information and communication technologies
(ICT), namely, modern and high-quality ICT tools [13; 14; 16].
For a long time, the most demanded ICT tools in the learning process were
multimedia and cloud technologies [6; 10; 15; 21]. Recently, however, one of the
most trending tools has become tools of the augmented reality (AR), which to some
extent combine the properties of multimedia and cloud technologies, and at the same
time have a number of features and benefits [18; 25; 27].
Augmented reality, AR technology has recently expanded rapidly in a wide variety
of human activities, from virtual simulation of gaming situations to sports events and
virtual online games (ARQuake, Pokemon Go, Silent Streets), to a powerful tool for
modeling and visualizing various objects:
─ products in online stores [12];
─ cultural monuments and geographic landmarks;
─ online excursions;
─ various natural phenomena and processes [5; 11; 28], etc.
158
Also, the technologies of the augmented reality have recently become widespread in
those industries, for which the development of them was mainly carried out more than
50 years ago – for the creation of training simulators for the training of physicians,
military specialists (pilots, sailors, gunners, etc.), specialists in other fields, who have
to master complex, expensive or hazardous health devices and equipment.
The tasks described above are solved by developing and implementing more
advanced software and devices for its implementation, among which there are various
specialized training programs; AR-tutorials, markers on pages which with the camera
and the corresponding application on the smartphone launch animated 3D images,
videos, etc.; educational games and more [1; 7; 9; 19; 22; 24; 29].
2 Results and discussion
It was shown [2; 3; 8; 20] that the augmented reality has a significant potential for
stimulating and motivating students, it has a positive influence on the concentration of
attention on the subject of study, and also it creates an active learning environment
that positively affects the learning process and the creation of a student knowledge
system. However, there is a risk of students being overloaded with a large amount of
information and a large number of technological devices that provide AR-support for
learning material. Therefore, in order to create a high-quality educational product with
elements of the complementary reality, cooperation of specialists from many
industries is needed: administrators, engineers, programmers, designers, teachers and
students.
The use of any tools of ICT (and AR-technologies too) in the teaching of chemistry
should take into account a number of chemistry features as a science.
On the one hand, chemistry operates a huge amount of concepts that are
inaccessible to direct sensory perception (atoms, molecules, chemical bonds, etc.),
studies processes and mechanisms of their flow, most of which can not be directly
perceived (the chemical and biochemical processes, which are too dangerous for
students, etc.). Therefore, the simulation and visualization of such concepts and
phenomena by the AR tools clearly has a high efficiency.
On the other hand, chemistry as applied science requires specialists in this field to
be able to properly handle chemical laboratory ware, facilities and chemical reagents,
etc. In this case, the technologies of augmented reality can only partly affect the
effectiveness of educational process, since most of the necessary skills student must
receive while still working with real materials and utensils.
Nevertheless, the positive moments of the use of augmented reality to support
chemistry teaching process prevail, as reflected in a large range of relevant chemistry
teaching materials [17].
One more advantage of modern AR-technologies is the technical aspect of the
issue of wide introduction them into educational process.
So for the implementation of training using the addition of reality, you need:
1. special software, much of which is freely available;
2. the gadgets on which it will be installed.
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As a rule, the introduction of AR-technologies into the educational process does not
require significant financial costs.
To date, fully or partially free access has a number of applications for creating
Augmented reality products, among which the most popular ARToolKit, HP Reveal
(Aurasma), Vuforia, Augment platforms. A brief description of these tools is given in
Table 1.
Table 1. Creature and use tools of AR-products characteristics
Platform Application
Simplicity of use Features
name access
HP Reveal works on smartphones and
HP Reveal Simple and intuitive tablets running Android 4.0 and above, and
Free access
(Aurasma) interface iOS 8.0 and beyond. The program requires
a battery charge of at least 15%.
The ARToolKit Supplementary Reality
Sufficiently
Library supports Unity, Android (Android
complex, requires
ARToolKit Free access build support for Unity), iOS (iOS build
special programming
support for Unity and Apple Xcode 4.2 and
skills
higher)
Vuforia SDK (Software Development Kit)
Sufficiently is a software suite that includes an add-on
There are free
complex, requires reality platform and an add-on software
versions, as
special skills in developer toolkit for using AR on mobile
Vuforia well as
working with the devices: Android tablet, Android
extended paid
application and smartphone, and U-score glasses
apps
programming (Windows). The Vuforia SDK is integrated
with the Unity 3D gaming engine.
The mobile app allows you to visualize the
3D model in Augmented Reality, with the
ability to add your own 3D models and
Simple and intuitive
Augment Free access customize trackers. Supports the most
interface
popular 3D formats: obj, stl, collada, etc.
Works on smartphones and tablets running
the iOS and Android operating system.
Platforms: Android, iOS, UWP, Windows,
OS X, and Unity. Features of the 3D object
Simple and intuitive
EasyAR Free access recognition application, environmental
interface
perception, cloud recognition, smart
pointing, cloud deployment of applications
The availability of a sufficiently large number of different complexity and
application capabilities enables the use of AR-technologies in the teaching of
chemistry to teachers who do not have special knowledge and skills in programming.
Yes, HP Reveal and Augment have a fairly simple interface and easy-to-understand
160
working principle that makes it possible to use them without special long-term
training [23].
In the case of gadgets for the use of AR-products, in most cases either special
glasses, tablets or smartphones with installed AR-software. And if the AR points are
not publicly available for students due to their high price (about $ 1500), then almost
every student has a smartphone or tablet for today.
Studies conducted on the basis of Kryvyi Rih State Pedagogical University
(KSPU) showed that 99% of the students interviewed either have a smartphone or
tablet, 62% have both a smartphone and a tablet, 34% have smartphones based on iOS
and 58% on Android, 7% do not know, which mobile operating system is installed in
their gadget (see Figure 1). Participation in the survey was taken by 100 students of I-
IV courses and magistracy majoring in Secondary education (Chemistry) (additional
specialty – Secondary education (Informatics)) and Secondary education (Biology)
(additional specialty – Secondary education (Chemistry)) [23].
a b
Fig. 1. Analysis of technical capabilities for the implementation of augmented reality
technologies in the system of training students of the Natural Sciences Faculty of the KSPU:
a) the provision of students with the gadgets necessary for the implementation of training using
elements of augmented reality; b) type of mobile operating systems on gadgets.
Thus, in most cases, the problems of technical support for the use of AR-technologies
in teaching chemistry students of the corresponding specialties are solved by
themselves.
However, there are problems of educational and methodological nature. Most
products of the technology of complementary reality, designed to support chemistry
training, are oriented on modeling of molecular structures, atom’s structure, provision
of reference or training information from chemistry individual sections. A certain
amount of funds is aimed at familiarizing with chemical devices and the course of
chemical reactions. Often these products are of high quality and non-standard
approach to the design [17]. In particular, a group of Turkish scientists for the
chemical education of students was developed an application designed to study the
periodic system of chemical elements structure, their properties, atom’s and
molecule’s structure, which involves the use of special glasses and a high level of
161
interactivity – manipulation of AR-objects occur with the help of hands-on
movements, so students play an active role in learning, and not passive observers of
the process [26].
A significant disadvantage of the situation for domestic educators in the AR-
application market for chemistry training is the fact that the lack of Ukrainian-
language products is virtually complete, as well as a limited set of directions for the
application of the above-mentioned applications.
Taking into account the advantages and disadvantages of implementation of the
augmented reality in the educational process of the institute of Ukrainian higher
education, we began to develop and implement our own AR-technologies products.
We use the online resource HP Reveal (former Aurasma) [4] to create the right
products, as a simple and easy-to-use, reliable resource. A free HP Reveal application
(for Android) must be installed to use the created AR-objects.
HP Reveal Rebuilding Objects is a fairly simple technology and involves several
steps:
1. Register on the site of the relevant resource and create a user account.
2. Confirmation of registration by e-mail of the user.
3. Creating a new object - aura:
(a) load an image that will be a marker for this aura;
(b) uploading a file that will augmented reality when you hover over an appropriate
marker (video, photo and other file types up to 100 MB);
(c) setting match marker and file, previewing the result;
(d) creation of the name of the aura, its short description and hashtag;
(e) preserving the aura, after which the user will have the opportunity to use it,
provided that the appropriate application is installed on the gadget.
Separately there is a possibility to make the aura public, with the possibility of
viewing by any user.
Creating the appropriate AR-learning resources for chemistry teaching, we carry
out our own. At this stage, educational resources are created for teaching to KSPU
with the use of AR-technologies in three directions:
1. Creating a database of chemical laboratory ware. When you move the gadget
camera to the marker, on its screen appears the image of the representative of the
chemical ware with a brief description of its features. Such a database is designed
to help solve the problem of familiarizing students with the basics of working with
chemical ware and devices. Mostly this is true for students of the specialty
Secondary education (Biology), since their laboratory practice is considerably
inferior to the volume of the similar practice of chemists-students. Therefore, at
least theoretical and visual familiarization with feature of the most necessary
chemical ware can be carried out on independent study with the use of
technologies of the augmented reality. For students of the specialty Secondary
education (Chemistry), this resource should provide familiarization with feature of
expensive or rare chemical apparatus, with which they will not work frequently in
a real laboratory.
162
2. Creation of a virtual chemical laboratory for qualitative chemical analysis. The
essence of this educational resource is to create a bank of objects of the augmented
reality, which are videos, on which there is a course of high-quality chemical
reactions of detection of cations and anions. Verbal description of the results of a
quality chemical reaction (in particular, the description of the analytical effect)
does not always form the idea of the real outcome of such a reaction. In addition, in
laboratory classes, only the most important, classical reactions of qualitative
detection of substances are usually carried out, and there is not enough time for
other qualitative reactions. A certain number of qualitative reactions can not be
carried out due to lack of reagents, their high price or significant health hazard.
Also, there are cases when students have to master a part of the material from this
section of chemistry on their own (for example, because of the state of health),
therefore the creation of such a resource will definitely provide an opportunity to
better organize independent work of students in the study of analytical chemistry.
The work of this resource is organized in such a way that a student can feel certain
autonomy while working in such a virtual laboratory. Aura is a video of a quality
reaction performed on a certain cation or anion with the attached text information
about it: reaction equation, chemical reaction’s conditions, products’ feature formed
by the reaction, etc. The marker consists of two parts, one of which encodes the
corresponding cation and the other anion or other reagent used in qualitative detection
(see Figure 2).
The marker triangle plays the role of a landmark for its location - it must be
centered on the top, one part of the marker is above the other (cation marker -
bottom). Eight circles, which may either have white or black color, make it possible to
encrypt such a marker with 28 = 256 variants, that is, 256 different substances
(cations, anions, organic reagents), which at present looks more than adequate for full
coverage of laboratory workshop on qualitative chemical analysis .
Thus, having a set of appropriate markers, student has opportunity to choose which
reaction to see him in the augmented reality by combining markers in a different
sequence.
3. Creation of a set of methodical materials for course "Physical chemistry" with the
use of AR-technologies. This direction provides an opportunity for a demonstration
of complex processes for perception, by transferring educational animations,
videos, images in GIF format into AR-objects, access to which is provided by
markers placement on pages of relevant educational materials.
Students who study remotely or can not attend practical or laboratory classes can see
devices and models of the course of various physical and chemical processes that are
not available for real perception. The set created for the course “Physical and
colloidal chemistry” can be attributed to educational literature with elements of virtual
reality. This kit includes a brief summary of the theoretical material from separate
topics of following sections: “Electrochemistry”, “Thermodynamics”, “Substances
aggregate state”, “Kinethics”, as well as individual laboratory work using AR-
technologies.
163
a b
c d
Fig. 2. Markers work scheme of in a virtual chemical laboratory for qualitative chemical
analysis: a) is a marker encoded with a Cu2 + cation, b) is a marker encoded by an anion
[Fe(CN)6]4–, c) is a marker corresponding to the aura showing the course of the reaction
between the solutions containing Cu2 + and [Fe (CN)6]4–, d) is the aura displayed on the gadget
screen.
Access to these educational resources is carried out through the web-page of the
Department of Chemistry and its teaching methods at the official website of the
Kryvy Rih State Pedagogical University.
164
3 Conclusions and directions of further research
The application of AR-technologies in chemistry teaching both institutions high and
secondary schools, in our opinion, has enormous methodological potential and
determines a new level in the creation and use of visibility tools.
Compliance with modern educational standards is important for Ukrainian
education system. Therefore, the development of AR-technologies for chemistry
training is one of the priority directions of the ICTs introduction in educational
process.
When creating training resources with the elements of the augmented reality for
study of chemistry, it is necessary to maximize the benefits of AR-technologies:
accessibility, visibility, interactivity, ability to provide opportunities for holistic
perception of study objects.
Educational and methodological materials on chemistry using the augmented
reality developed and implemented at Kryvyi Rih State Pedagogical University are
intended primarily to improve the quality and efficiency of independent work of
students, to create opportunities for distance and continuous training.
Further areas of work and research are related to the improvement and expansion
of the created resources of teaching chemistry with the AR-elements, checking their
effectiveness and impact on the quality of student learning, as well as expanding the
target audience of these resources at the expense of students from schools engaged in
research activities, prepare for chemical competitions and contests, are interested in
chemistry and want to study it in depth.
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