=Paper=
{{Paper
|id=Vol-2898/paper12
|storemode=property
|title=Using Blippar to create augmented reality in chemistry education
|pdfUrl=https://ceur-ws.org/Vol-2898/paper12.pdf
|volume=Vol-2898
|authors=Yuliya V. Kharchenko,Olena M. Babenko,Arnold E. Kiv
|dblpUrl=https://dblp.org/rec/conf/aredu/KharchenkoBK21
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==Using Blippar to create augmented reality in chemistry education==
https://ceur-ws.org/Vol-2898/paper12.pdf
Using Blippar to create augmented reality in
chemistry education
Yuliya V. Kharchenko1 , Olena M. Babenko1 and Arnold E. Kiv2
1
Sumy State Pedagogical University named after A. S. Makarenko, 87 Romenska Str., Sumy, 40002, Ukraine
2
Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel
Abstract
This paper presents an analysis of the possibilities and advantages of augmented reality technologies and
their implementation in training of future Chemistry and Biology teachers. The study revealed that the
use of augmented reality technologies in education creates a number of advantages, such as: visualization
of educational material; interesting and attractive learning process; increasing student motivation to
study and others. Several augmented reality applications were analyzed. The Blippar app has been
determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility
of using different file types; the possibility of combining a large amount of information and logically
structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus,
convenient interactive projects were developed using the Blippar application, which were called study
guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical
Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real
chemical laboratory is safe and does not require expensive glassware. The student interviews revealed
that the use of the Blippar application facilitated new material understanding, saved time needed to learn
material, and was an effective addition to real-life learning.
Keywords
augmented reality, augmented reality applications, chemistry education, Blippar, QR code
1. Introduction
Modern society is at a new stage in its development – in the era of informatization [1]. Students
of higher education institutions are representatives of the modern generation, for whom it is
quite natural to use their digital gadgets in all spheres of life – for entertainment and recreation,
for ordering food and shopping, for travel. And, of course, in training.
For the modern generation of students, the educational process within augmented and virtual
reality is natural and understandable.
Augmented reality (AR) technologies create unique opportunities in education [2]. By
applying AR technologies to the educational environment, and by supplementing them with
AREdu 2021: 4th International Workshop on Augmented Reality in Education, May 11, 2021, Kryvyi Rih, Ukraine
Envelope-Open yuvlakhar@gmail.com (Y. V. Kharchenko); olena.ukrajna@gmail.com (O. M. Babenko); kiv.arnold20@gmail.com
(A. E. Kiv)
GLOBE https://scholar.google.com.ua/citations?user=zYiU4iMAAAAJ (Y. V. Kharchenko);
https://scholar.google.ru/citations?user=AeYIdfAAAAAJ (O. M. Babenko);
https://ieeexplore.ieee.org/author/38339185000 (A. E. Kiv)
Orcid 0000-0002-8960-2440 (Y. V. Kharchenko); 0000-0002-1416-2700 (O. M. Babenko); 0000-0002-0991-2343 (A. E. Kiv)
© 2021 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
213
appropriate visual information, it is possible to create a visual model of educational material
[3]. As a result, teaching and learning activities, independent research activities of students
are intensified, especially in the context of distance learning; learning motivation and focus on
both lessons and homework increases [4].
This was the reason for the introduction of AR technologies in the learning process and
practical training of future Chemistry and Biology teachers and motivated us to create teaching
materials with AR elements and to conduct classes using augmented reality applications to
achieve educational goals.
2. Literature review
Over the last few years, a very large number of augmented reality applications have appeared
at the disposal of educators. These applications differ in both purpose and complexity.
Yuen et al. [5] offer the following classification of AR learning applications:
• Discovery-Based Learning – applications that provide additional information about the
object while considering it. Such AR applications are often used in museums, historical
sites, sightseeing, astronomical education, etc.
• Object-Modeling – applications that use models that allow learners to visualize how an
object would look from different viewpoints. Such applications are often used in the study
of anatomy, architectural education.
• AR Books – learners use special devices such as special glasses. Such books contain 3D
virtual presentations and interactive materials and assignments.
• Game-Based Learning – applications that allow to create and use AR games in learning.
There are different ways to use AR in games. For example, marker technology is used
in games where a flat board or map displays in a 3D shape and then can be viewed
with a mobile device. These kinds of AR games can be used in the study of archeology,
anthropology, history, geography. Other types of AR games offer interaction with AR
objects. Such virtual objects are first created and then applied in specific locations in the
real world.
• Skills Training – AR applications are used for training in specific areas, such as military
or airplane maintenance.
According to the analysis of the literature data by Majeed and Ali [6], the use of AR applica-
tions in Discovery-Based Learning has the greatest number of positive effects in education. For
example, such benefits as:
In recent years, more and more attention has been paid to the use of augmented reality
technologies in teaching chemistry, starting from school [7]. Research shows that the AR tool
is useful for improving student learning outcomes.
Belokhvostov and Arshanskiy [8] propose the following classification of augmented reality
tools in chemistry teaching based on their content:
1. Ideal (augmented reality means textual, illustrative information (infographics, virtual
demonstrations), as well as virtual chemical laboratories):
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a) cognitive-textual – means supplementing educational texts with small portions of
cognitive material. Additional texts typically contain definitions of the concepts
and terms that are used, the most important characteristics of the composition and
structure of substances, information about the unique properties of substances and
the chemical reactions, information from the history of chemistry, information about
outstanding scientists-chemists, etc. As a means of augmented reality, cognitive
texts may accompany textual or illustrative material on paper or electronic media.
Using the possibilities of augmented reality when reading paper text significantly
expands the didactic potential of the textbook and enhances its interactivity [9];
b) virtual-illustrative – the human brain assimilates much better information presented
in visual rather than textual forms. Therefore, in the methodology of teaching
chemistry, various types of visualization (study notes, tables, frame models, etc.)
have proven themselves well. An example of such an AR application is ISOMERS
AR from Alchemie. This application allows user to build chains of different alkane
isomers containing up to 10 carbon atoms. For each isomer its systematic name
is displayed. So, the user can learn the concept of isomerism, the rules for the
construction of alkanes and the rules for alkane nomenclature.
c) virtual demonstration – special computer programs are used, which reproduce
dynamic images on a computer. These images create visual effects that simulate
signs and conditions of chemical processes. Such a program does not allow user
interference in the algorithm that implements its work. The virtual demonstration
is a type of virtual chemical experiment with great didactic capabilities:
• reproducing the subtle details of experiment unnoticed while a real experiment;
• providing visual, dynamic and memorable illustrations of complex or dangerous
chemical experiments;
• simulating experiments require expensive reagents, dangerous and time-
consuming;
• simulating situations not available in a real chemical experiment.
For example, Elements 4D is a great free Android and iOS tablet or smartphone app
that allows user to visualize 36 elements of the periodic table and information about
them.
Another BiochemAR application offers visualization of complex biomacromolecules
such as peptides and proteins [10].
d) virtual research – virtual chemical laboratories, like virtual demonstrations, are
a type of virtual chemical experiment. An example of a virtual laboratory is the
“Entertaining Chemistry AR” mobile application, which allows to conduct virtual
chemical experiments without special equipment and reagents. The program was
created using augmented reality technology and contains colorful instructions for
conducting a virtual experiment [8].
There is also an ARChemEx application that allows simulating chemical reactions
[11]. Or ARchemy, which allows you to simulate some transformations in organic
chemistry [12].
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2. Real (video experiments, photographs of real substances, instruments, laboratory installa-
tions are supplemented by virtual objects). This includes real experiments in which the
computer records the data obtained and processes them using special programs.
a) text-clarifying – involves the use of photos and videos showing real devices and
laboratory equipment, chemicals and chemical reactions, chemical manufacturing
equipment, but using AR technologies, which allow them to be supplemented with
clarifying texts, that greatly enhances their didactic capabilities;
b) real-illustrative – illustrative photos of explosives, poisonous and flammable sub-
stances, as well as inaccessible chemical reactions are incorporated into educational
texts on paper and electronic media by means of augmented reality technology. Real
images of substances and chemical processes help motivate the subject studying,
make the process of learning chemistry interesting;
c) real demonstration – videos containing a real-life chemical experiment are used;
d) real research – experiments are used, accompanied by computer processing of the
obtained experimental data.
Different applications can be used to create augmented reality objects and elements while
teaching chemistry. They vary in complexity, accessibility and functionality. For example,
ARToolKit, HP Reveal (Aurasma), Vuforia, Augment platforms [13, 14].
It should be noted that Vuforia, in our opinion, may seem difficult for a person who has
not previously encountered the creation of augmented reality objects. It also requires the
installation of another Unity program. The Augment platform offers the possibility of creating
augmented reality objects and using ready-made models which can be downloaded. However,
it can only be used for 30 days for free. For further use is assumed a user fee.
The authors [13, 15] used HP Reveal (Aurasma), which is free, more understandable and
convenient. However, in 2020 the developer of HP Reveal application announced the closure of
the project and the end of application support, as well as the removal of all accounts.
There is also a free Blippar application [16, 17] that can be used in creating augmented reality
and in teaching.
Through literature data and research analysis, we believe that the use of augmented reality
technologies in the educational process creates a number of advantages [12, 8, 7, 18, 19, 20, 21,
22, 13, 15, 23, 24, 25, 26, 27, 28], among them:
• visualization of educational material, the possibility of displaying either the objects of
the micro-world, or objects not available in the educational institution;
• using of modern teaching methods familiar to the subjects of the educational process
makes the learning process more attractive and interesting; against such a positive
background, the quality of information perception and comprehension increases;
• increasing students’ motivation for research work;
• familiarization with laboratory equipment before starting to work with them;
• increasing the efficiency of students’ independent work;
• providing an opportunity for students with special educational needs to participate in a
joint project, to perform a practical task.
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The potential of augmented reality technologies in distance education should be emphasized
in particular. Without the possibility of face-to-face communication with the subjects of
the educational process, the teacher has not only to present new material in videotelephony
software programs, to provide texts and videos for study, but also to make educational material
as accessible and comprehensible as possible, as well as constantly stimulate the interest of
students [29, 30].
In our view, the augmented reality technologies have all these features, if they are used
properly in the educational process.
3. Research methodology
In the process of research, the following methods were used.
To clarify the state of the problem and the objectives of the study: study and generalization
of pedagogical experience and scientific pedagogical literature about the usage AR technologies
in the educational process; analysis of online resources, methodological literature on the
generalization of augmented reality opportunities and benefits; analysis of the available AR
applications that can be used in teaching chemistry, were used.
In the practical part of the research: interviewing students; observing students while using
Blippar to study some chemical disciplines.
4. Results and discussion
At the Department of Chemistry and Methods of Teaching Chemistry at Sumy State Pedagogical
University named after A.S. Makarenko, applications for creating augmented reality have not
previously been used in the educational process. But as such applications are increasingly
gaining acceptance from scholars and teachers, we also decided to introduce augmented reality
technologies in the teaching of chemistry disciplines that are taught to our students.
4.1. Creating projects in Blippbuilder
We analyzed several augmented reality applications. And chose Blippar. It should be noted that
this application has a paid version that can be used for commercial purposes. But there is also
a free version that cannot be used for commercial purposes, and projects created with it can
only be viewed using a test code and will be watermarked, but it includes access to all features
within Blippbuilder. However, these disadvantages are not significant given the advantages of
the application.
Teacher can create AR objects with Blippbuilder [16]. If he is working with this application
for the first time, it is necessary to register on the site. As our experience with Blippar has
shown, the registration process is quite simple and formal, but necessary to use the application.
The application allows users to create an augmented reality both for viewing in a mobile
application and in a browser. The first option is more appropriate in the classroom.
To start creating a project – blipp (figure 1), teacher needs to select a marker. This marker
can be an image or a word. Students use this particular image or text as a marker. The program
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recognizes it and displays augmented reality objects.
Figure 1: Getting started with a new project (blipp) in Blippbuilder.
The application offers ready-made models to use. And it is possible to upload your own
models and other elements (images, documents of different formats, links to sites and social
networks, audio and video files). Entering text in this application is not very convenient. By
default, it is in one line. If the text is large, it is better to create it in a graphics editor and attach
it as a picture.
It is convenient to create several scenes and place different elements on them. In this case,
buttons for moving forward and backward are created on each scene (figure 2).
Once the blipp is finished, the application generates the code that is required for the subse-
quent use of the blipp.
4.2. The use of AR app in “Laboratory Chemical Practice”
This educational practice is intended for 1st year students majoring in 014 Secondary education
(Chemistry).
Its goal is to acquire skills in working in a laboratory, mastering theoretical and practical
knowledge and mastering methods for performing various types of work in a chemical laboratory.
In practical classes, students need to familiarize themselves with the technique of carrying out
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Figure 2: The project (blipp) contains 4 scenes and buttons for switching between them.
certain operations in chemistry, learn the basic techniques of working in a chemical laboratory
and practice the skills of fulfilling life safety requirements. It is during this practice that students
first become familiar with chemical glassware and equipment, their purpose and methods of
handling them. Therefore, it is a very important component of the practical training of a chemist
and future chemistry teacher. During distance learning, students do not have the opportunity
to be in the laboratory and to work with laboratory glassware and equipment. The use of
augmented reality makes it easy to solve this problem. In addition, da Silva et al. [19] shows
the lab class in which the augmented reality application is used to study laboratory glassware
is as effective as in a real laboratory. At the same time, using the application is safer and does
not require expensive glassware.
According to student-centered learning students have the right for choosing methods and
approaches to study new material in class. In practical classes we offer students a choice – how
to study new material, what tools to use for this. One of these tools is the Blippar augmented
reality app, and the second is a printed training material containing text, explanatory pictures
and supplemented with a QR code.
To get acquainted with a new type of equipment, the operation with chemical laboratory
glassware, the method of work students do not yet know, they choose one of two cards. One of
them has an image – marker and the corresponding code for use in Blippar. The image needs to
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be scanned using the Blippar app pre-installed on the mobile device.
When preparing for classes using AR application, we combined several different objects that
related to one concept (phenomenon, process) in one project – blipp. Thus, we created an
interactive study guide with AR elements, as we called it.
To work with such an interactive study guide with AR elements in class the teacher gives out
a printed marker image – AR notecards, to the students and tells the code that matches it. To
start working a Blippar application must be installed on students’ mobile devices. The mobile
version of Blippar requires at least 158 MB of gadget memory. Students enter the code, hover
their smartphone camera over the marker and start working with augmented reality elements
(figure 3).
Figure 3: Working with Blippar: a) entering the code on a mobile device; b) completing assignments.
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After the marker is recognized, all the material necessary for the lesson appears on the screen:
a short text – a description of the chemical glassware, equipment or process that conforms to
the pictures and signatures to them, video fragments, tests for self-control etc. This is what we
call the study guide with AR elements. Navigation in it is quite convenient, there is always an
opportunity to return to an obscure fragment and study it again carefully. After acquaintance
with the description of the equipment and methods of working with it, the student can proceed
directly to the implementation of the laboratory work.
The second card, which the student can choose, contains almost identical material – short
text, drawings and captions to them – but printed on one or more sheets of paper. This is an
instructional card, which is complemented by QR codes so that students can scan the code using
their mobile device. Such cards are intended for those who prefer to work with already known
learning tools (figure 4).
Figure 4: Instructional card with QR code.
Every lesson, we offered first-year students a free choice – work with the Blippar augmented
reality application or with an instructional card that contains a QR code. Students often chose
the first option. Instructional cards were also popular. Often, students took both a marker image
and an instruction card. They understood that their content was essentially identical. But they
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took both and used at their own discretion.
4.3. The use of AR app in “Organic Chemistry”
According to the educational programs at our university second-year students of the specialties
014 Secondary education (Chemistry) and 014 Secondary education (Biology) start studying
organic chemistry.
The teaching organic chemistry experience at our department shows that the study of
organic chemistry causes difficulties for students, primarily due to the large number of organic
compounds and the peculiarities of their spatial structure. The lack of a system of ideas about
the chemical, electronic and spatial structure of organic molecules and its effect on the substance
properties leads to unproductive mechanical memorization of a large amount of factual material.
Often, to understand the course and mechanism of a reaction, you must first understand how
a molecule is made, especially when it comes to substances such as carbohydrates. Using
augmented reality helps to meet this challenge [13, 22].
It became clear from the conversation with the students, that it is difficult for them to imagine
the spatial structure of the cyclic form of monosaccharides, the process of creating pyranoses or
furanoses. The use of visualization elements such as diagrams, images, videos during the study
of these substances certainly facilitates the comprehension. But when watching such a video or
image, students fail to understand something, they are often embarrassed to say it and ask to
repeat. And if for some reason the student is not present at the lecture, he or she should study
the omitted topic himself, using a textbook or methodological recommendation. And most
traditional textbooks use 2D images that do not give a complete picture of the three-dimensional
organization of molecules, and this makes it difficult for students to understand the material.
The COVID-19 pandemic [31] has become another challenge in organizing the study of organic
chemistry. And the teachers had to revise the traditional teaching methods and introduce new
approaches and methods into the teaching process. And augmented reality technologies in this
situation have become one of the powerful tools that allow to collect different information in
one place, to visualize objects and processes, and to replace real processes and experiments
with virtual ones. After all, chemistry is not only a set of theoretical data, it is also an equally
important practical component. Chemistry contains information about the spatial structure,
the physical properties of substances, their aggregate state, interaction with other substances,
the effects accompanying these interactions. And visualizing these aspects – real or virtual – is
very important for successful learning.
You can link augmented reality objects with 2D images that can be found in textbooks,
methodological recommendations or instruction cards using QR codes. Free convenient QR
code generators are available online. Thus, it is possible to link the generated graphic code to
any image, video or website. To use this code, students only need a smartphone with a video
camera that can scan the code and redirect to the appropriate link. In our opinion, this method
has one drawback. Only one element can correspond to one code.
For example, when studying the topic “Monosaccharides” we consider the cyclic form forma-
tion of monosaccharides and the stability of different conformational forms. Information cards
containing several QR codes (figure 5) have been developed to better understand the material.
Students can scan these codes and familiarize themselves with the scheme for the cyclic forms.
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Figure 5: Instructional card on the topic.
The same cards have been developed for other topics. For example, for “Polysaccharides”
to visualize the structure of these macromolecules and their reactivity. And for the reaction
of cellulose nitration, using the QR code, students can watch a video of the experiment. A
mixture of concentrated nitric and sulphuric acids is used to obtain nitrocellulose and must
be handled very carefully. Nitrocellulose itself is a flammable substance. Before conducting
such experiments, it is very important to thoroughly prepare for them, study the technique of
conducting the experiment, and simulate it by means of augmented reality.
It should be noted that when such cards were offered for use for the first time, one student
could not use them, since her smartphone could not recognize QR codes and it was necessary
to install a special application, after that problems no longer arose. The rest of the students had
no problems using QR codes.
To create augmented reality objects, we decided to use the Blippar application too.
Creating instructional cards (AR notecards) with Blippar allows to collect different objects
of augmented reality in one place, linking them to only one marker. Moreover, such a marker
can be an image, or it can be a word, for example, the name of a substance. This means that
the student does not have to have a marker in front of them all the time. If the marker is a
word, the student can scan it with the phone camera, even in the text, and see the result. As it
mentioned above, for each marker, its own code is created and before scanning the marker, the
student has to enter the appropriate code in the Blippar browser application on the phone.
For example, for the already described material on the spatial structure and stability of
conformations for glucose a marker “Glucose” was created and assigned the corresponding code
in the Blippbuilder application (figure 6). During the lesson the students get this code and they
also get cards – AR notecards, on which both the marker and the code are indicated.
Figure 6: Marker created in Blippbuilder.
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The marker selected is very simple. Students can find the term glucose both in the lecture
notes and in the description of laboratory work and can scan it with the telephones even when
pointing the phone camera at the computer screen, as shown in the figure 7, (which is very
convenient while distance learning) and easily use the Blippar browser application to view the
information.
Figure 7: Displaying a blipp (study guide with AR elements) on the screen: a) scheme, b) 3D model of
the molecule, c) video, d) task.
First, they see a schematic representation of the cyclic structure formation. They can also, by
clicking on the corresponding image, go to the 3D model that allows the molecule to be viewed
from different points. Then students can go to the animation that illustrates the cyclic structure
formation. At this stage, if necessary, it is possible to return to the previous scene – the scheme
and the three-dimensional model. Or they can go to the next one to see the transformation of
one conformation into another. So, the application allows students to freely move from one
scene to another, if they need to look through the information again. Or they can watch the
video several times or stop it if they want to note something.
Thus, using just one word and a phone app, students can analyze the spatial structure of
glucose. And they don’t have to look for information from different sources and go to other
sites to watch the video – all of this is in one study guide with AR elements.
The Blippar app allows users to upload videos. Therefore, the teacher can shoot the videos
he wants and link them to the marker. Or he can use ready-made videos and link the site where
they are to a marker.
Our experience of using Blippbuilder shows that it is better to create text fragments when
creating blips not transparent, but on a colored background. This makes them more visible and
user-friendly. And when scanning, it is better, but not necessary, that the marker is on a vertical
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surface.
4.4. Student interview results
At the end of the classes that were held using AR study guides, we interviewed 25 students to
find out what they thought about using augmented reality while studying organic chemistry
and laboratory chemical practice. We have summarized all the responses received (figure 8).
Figure 8: Student interview results (showing the percentage of those who answered positively).
To the question “Does Blippar facilitate the perception and understanding of learning mate-
rial?” 75% of the respondents replied in the affirmative and added that AR technologies were an
effective addition to real-life learning. Others noted that they did not see the benefits of using
the Blippar application.
To the question “Does Blippar save time needed to learn material” 92% of the students
answered affirmatively and argued that they did not need to search for information from
different sources – everything that was necessary for the study was tied to one image-marker.
8% of students found it difficult to answer the question.
Answering the question “How convenient and user-friendly is the Blippar for you?” 92%
of those surveyed said that the application was convenient and user-friendly. At the same
time, when asked which option was more convenient for them: using QR codes or the Blippar
browser, 90% students answered that both options were approximately equally convenient.
It should be noted that 8% of our students had technical problems installing and using the
Blippar application or using QR codes.
When asked about the disadvantages of the Blippar application, 67% of students indicated
the need to install the application on the gadget. Accordingly, 33% did not notice any.
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Also, students expressed their wishes that we include markers and their corresponding codes
in lecture notes, guidelines and recommendations for independent work,
5. Conclusions and directions of further research
Interviewing and observing students while using Blippar, as well as our work experience with
this application, lead to the following conclusions.
The undoubted advantages of Blippar are:
• it is a free application if used for educational, not for commercial purposes;
• does not require much space to install;
• the interface is simple and user-friendly;
• any image or text can be used as a marker – Blippar allows to use a wide variety of file
types;
• one marker – several elements of augmented reality – the teacher can combine a large
amount of different information and logically present it;
• the application allows to upload different types of information – videos, images, 3D
models, links to sites, etc., that is to create a study guide with AR elements;
• after scanning the marker, students should not hold the screen of their mobile device
(smartphone, tablet) only in one position relative to the marker, they can take it aside –
the augmented reality objects will not disappear;
• using the interactive study guide with AR elements, created in the Blippar for classes in a
real-life chemical laboratory is safe and does not require expensive glassware.
With all the obvious advantages, working with Blippar has its drawbacks:
• to work with Blippar, students need to install it on their device;
• students need to enter a special code to work with the marker image, each marker has its
own code;
• 3D models of chemical laboratory equipment and molecules of substances are very few,
and they are not for free.
We believe that these disadvantages are insignificant compared to all the advantages of
the Blippar application in creating augmented reality objects which it provides for education,
including the study of chemistry.
Further studies are related to conduct of classes using the Blippar application for students of
other courses and other specialties, checking their effectiveness; expanding the list of disciplines
with using technology of augmented reality; to develop lecture notes, teaching aids for classes
using AR technologies; and involving in future research students from schools and colleges
those who are interested in studying chemistry in depth.
Acknowledgments
This research was conducted within the framework of the scientific theme “Methodological
Support of Future Teachers” of the Department of Chemistry and Methods of Teaching Chemistry
at Sumy State Pedagogical University named after A.S. Makarenko.
226
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