Teaching and Learning Chemistry via Augmented and Immersive Virtual Reality
Zulma A. Jiménez · ACS symposium series · 2019
This text aims to give an overview of the uses of augmented and immersive virtual-reality (IVR) technologies in the art of teaching chemistry at the high school and college levels, to convey the idea that the future of education requires the use of these technologies to engage students in areas like chemistry, and to express the idea that the future of education may be online education, where the student will learn more independently. The majority of augmented-reality projects explored in this text use markers to generate the virtual information (e.g., three-dimensional [3D] molecule representations and solutions) that is superimposed on the real world. The IVR projects addressed here combine different technologies like 3D user interfaces, haptic technology, head-mounted displays, and immersive projection technology displays to observe the virtual world. The most common chemistry topics considered in these experiences are molecular 3D structures, chemical bonding, and intermolecular interactions of simple and complex molecules. These technologies have had a positive effect on student’s learning and engagement because of the immersiveness and 3D visualization of structures.