Please use this identifier to cite or link to this item: https://doi.org/10.1021/acs.jchemed.0c00387
DC FieldValue
dc.titleInteracting with Three-Dimensional Molecular Structures Using an Augmented Reality Mobile App
dc.contributor.authorAw, Jonah Kailer
dc.contributor.authorBoellaard, Kevin Christopher
dc.contributor.authorTan, Teck Kiang
dc.contributor.authorYap, John
dc.contributor.authorLoh, Yi Ping
dc.contributor.authorColasson, Benoit
dc.contributor.authorBlanc, Etienne
dc.contributor.authorLam, Yulin
dc.contributor.authorFung, Fun Man
dc.date.accessioned2023-07-10T08:20:40Z
dc.date.available2023-07-10T08:20:40Z
dc.date.issued2020-10-13
dc.identifier.citationAw, Jonah Kailer, Boellaard, Kevin Christopher, Tan, Teck Kiang, Yap, John, Loh, Yi Ping, Colasson, Benoit, Blanc, Etienne, Lam, Yulin, Fung, Fun Man (2020-10-13). Interacting with Three-Dimensional Molecular Structures Using an Augmented Reality Mobile App. JOURNAL OF CHEMICAL EDUCATION 97 (10) : 3877-3881. ScholarBank@NUS Repository. https://doi.org/10.1021/acs.jchemed.0c00387
dc.identifier.issn0021-9584
dc.identifier.issn1938-1328
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/242989
dc.description.abstractVisualization of three-dimensional (3D) elements has always played a huge role in chemistry education. At the same time, it is a challenge to teach with most representations being shown in two-dimensional (2D) media. With the recent rise of extended reality (XR) that includes virtual and augmented reality (VR/AR) technology in higher education, attempts have been made at presenting 2D representations to students in a manner that is easier to understand. However, the effectiveness of said attempts has limitations. Our AR project has developed a free-to-use mobile application "Nucleophile's Point of View"(NuPOV) that aims to address these limitations. By allowing users to not only view chemistry concepts in an AR setting but also interact with them by hand, they are able to learn and understand at a deeper level through an individualized and self-directed learning experience. Our study has shown that such an approach proved to be relatively well-received by students.
dc.language.isoen
dc.publisherAMER CHEMICAL SOC
dc.sourceElements
dc.subjectScience & Technology
dc.subjectSocial Sciences
dc.subjectPhysical Sciences
dc.subjectChemistry, Multidisciplinary
dc.subjectEducation, Scientific Disciplines
dc.subjectChemistry
dc.subjectEducation & Educational Research
dc.subjectFirst-Year Undergraduate/General
dc.subjectOrganic Chemistry
dc.subjectCurriculum
dc.subjectHands-On Learning/Manipulatives
dc.subjectComputer-Based Learning
dc.subjectMultimedia-Based Learning
dc.subjectAldehydes/Ketones
dc.subjectChirality/Optical Activity
dc.subjectVSEPR Theory
dc.subjectVIRTUAL-REALITY
dc.subjectORGANIC-CHEMISTRY
dc.subjectPRIOR KNOWLEDGE
dc.subjectSTUDENTS
dc.subjectPROMPTS
dc.subjectSUPPORT
dc.typeArticle
dc.date.updated2023-07-10T08:02:11Z
dc.contributor.departmentCHEMISTRY
dc.contributor.departmentINST FOR APPLN OF LEARNING SCI & ED TECH
dc.description.doi10.1021/acs.jchemed.0c00387
dc.description.sourcetitleJOURNAL OF CHEMICAL EDUCATION
dc.description.volume97
dc.description.issue10
dc.description.page3877-3881
dc.published.statePublished
Appears in Collections:Staff Publications
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