The document summarizes a study on applying augmented reality to e-learning courses in solid state chemistry. The project aims to develop an augmented reality-based e-learning solution for teaching a section of solid state chemistry and conduct a comparative study of its effectiveness versus conventional e-learning methods. The solution will be tested on chemistry students and evaluate user satisfaction, engagement, and understanding of the course material. The project timeline, deliverables, and references are provided.

1. Studies in Application of Augmented Reality
in E-Learning Courses
A case study in Solid States, Chemistry
Mid Semenster Presentation
Design Project-III | 20.9.13
Guided By: Prof. (Dr.) Pradeep Yammiyavar FDRS
Himanshu Bansal | 516 & Mannu Amrit | 523

2. [Ref. Page 17, Chemistry NCERT book, 12th Standard]
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3. [Ref. Page 15, Chemistry NCERT book, 12th Standard] 1/41
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4. 3D is diffcult to
in 2 Dimension
Represent Visualize UnderstandTeach
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5. Augmented Reality is a technology
which
• Combines real and virtual imagery
• Is interactive in real time
• Registers the virtual imagery with the real world
[Azuma, 1997]
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6. Augmented Reality is a technology
which is of relevance in education because it
• Draws attention - critical in instruction
• Conveys spatial cues directly instead of just visual images
• Is used with hands, and provides sensorimotor feedback
• Provides constructivist environment to enhance learning
• Direct manipulation in comparison with mouse-based computer-
generated visualization
[Gagne et al., 1992; Dede, 1995; Shelton, 2004; Schank, P., 2002]
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7. E Learning
refers to training initiatives which provide learning material,
course communications, and the delivery of course content electronically
through technology mediation.
[Eddy and Tannenbaum, 2003] 14/41

8. E Learning draws our attention because..
• Increased flexibility and convenience in taking courses
• Time and place constraints are removed
• Greater grasp over the learning process
• Greater control in the hands of the learner over paceflow and interactions
[Wydra, F.T.,1980] 15/41

9. If you dont believe us..
• Organizations are currently spending over $16billion on technology-based
training [Industry training report, 2006]
• Millions of students are enrolling in web-based courses [Wirt et al.,2004]
• E-learning market has a growth rate of 35.6% [Wu et al., 2006]
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10. 17/41

11. Chemistry Augmented Reality E Learning
+ +
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12. Introducing Project
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13. Project Objectives
• Identify scope of Augmented Reality in E Learning and in our subject
of interest - Solid State Chemistry
• Develop an AR based E Learning solution for a specific section in
Solid State Chemistry
• Conduct a comparative study of the developed solution with
conventional e learning solutions available as of today
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14. Chemistry
Augmented Reality
E Learning
Videos
Print / Face to Face
Web – mouse based
Our Solution
DP 3 DP 4
User Satisfaction
User perceived
engagement
Course
understanding
Experimental
Study

15. Videos
Print / Face to Face
Web – mouse based
Our Solution
Independent
Variable
4 levels
[Urhahne et al. 2009]
Experimental
Study

16. User Satisfaction
User perceived
engagement
Course
understanding
Experimental
Study
Dependent
Variable
[Johnson, 2008]

17. Chemistry
Augmented Reality
E Learning
Videos
Print / Face to Face
Web – mouse based
Our Solution
DP 3 DP 4
User Satisfaction
User perceived
engagement
Course
understanding
Experimental
Study

18. Keypoints
Case-study Topic
Solid States, Chemistrt, Standard XII – NCERT
Target participant sample
Chemistry students of class 11th and 12th
Augmented Reality SDK
Total Immersion D’Fusion Studio vs. Qualcomm Vuforia
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19. Why Chemistry?
macro
sub - micro symbolic
The Johnstone triangle [Johnstone. A]
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20. Why Chemistry?
• Spatial ability is a prerequisite to the understanding of three-dimensional
arrangements of molecules [Hyde et al. 1995]
• Spatial ability leads to a deeper understanding of many chemical concepts
[Pribyl and Bodner 1987; Yang et al. 2003]
• Students often have problems in generating a spatial model from a two-
dimensional illustration [Garnett et al.1995; Wu and Shah 2004]
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21. Existing Works
The application shown in Figure 1 used AR markers to
represent ball and stick models of amino acids.[Chen.Y]
Augmented Chemistry (Figure 2) is a workbench consisting
of a table and a rear-projection screen. Users interact with
models in this virtual environment using a booklet and a
cube. Each page in the booklet is used to identify an
element of the periodic table. [Morten. F, Benedikt M]
Fig 1
Fig 2 28/41

22. Augmented Reality SDK
Total Immersion – D’Fusion Studio
Vuforia by Qualcomm
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23. 29/41

25. Project Timeline (7th Semester)
Week Dates Work
1, 2 Aug 19th - Sep 1st Literature Study + Analysis
3 Sep 2nd - Sep 8th Need Finding, How our project is unique
4 Sept 9th - Sept 15th Testing with D Fusion Studio
5 Sept 16th - Sept 22nd Report, PPT
6 Sept 23rd - Sept 29th Mid Sem Week + User Research
7 Sept 30th - Oct 6th Getting started with building AR interfaces
8-10 Oct 7th - Oct 27th Development
11 Oct 28th - Nov 3rd Debugging, Testing
12 Nov 4th - Nov 10th Finishing Touches
13 Nov 11th - Nov 17th Preparation of PPT, Report
14 Nov 18th - Nov 24th End Sem Presentation, Report Submission 30/41

26. Deliverables (7th semester)
Augmented Reality based solution (Prototype)
An interactive Augmented Reality based Android application which
aims to teach students who are taking online course of chemistry -
‘Solid States’ in particular.
Final Project Report
Final Project Presentation
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27. Conclusion
• The project is not a conventional problem solving process oriented
project – it is more of an experimental study.
• The motive behind pursuing such a project is to explore
development of A.R based interfaces and do comparative study
between different learning paradigms.
• The final goal is to establish if Augmented Reality could possibly
revolutionize E Learning in Chemistry.
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28. References
Wydra, F.T.,1980. Learner Controlled Instruction.Educational Technology Publications, Englewood Cliffs, NJ.
Gagne, R. M., Briggs, L. J. and Wager, W. W. 1992. Principles of instructional design. Harcourt Brace
Jovanovich College Publishers.
Dede, C. 1995. The evolution of constructivist learning environments: Immersion in distributed, virtual worlds.
Educational Technology, 35, 5, 46-52.
Shelton, B. E., and Hedley, N. R. 2004. Exploring a cognitive basis for learning spatial relationships with
augmented reality. Tech., Inst., Cognition and learning, 1, 323-357.
Schank, P., and Kozma, R. 2002. Learning chemistry through the use of a representation- based knowledge
building environment. Journal of Computers in Mathematics and Science Teaching, 21, 3, 253-27
Urhahne, D., Nick, S., & Schanze, S. (2009). The effect of three-dimensional simulations on the understanding
of chemical structures and their properties.Research in science education, 39(4), 495-513.
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29. References
Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation
of successful e-learning environments.International Journal of Human-Computer Studies, 66(5), 356-369.
Hyde, R.T., Shaw, P.N., Jackson, D.E., & Woods, K. (1995). Integration of molecular modelling algorithms with
tutorial instruction. Design of an interactive three-dimensional computer-assisted learning environment for
exploring molecular structure. Journal of Chemical Education, 72, 699–702
Pribyl,J.R.,&Bodner,G.M.J.(1987).Spatialabilityanditsroleinorganicchemistry:Astudyoffour
organiccourses. JournalofResearchinScienceTeaching, 24,229–240
Wu,H.-K.,&Shah,P.(2004).Exploringvisuospatialthinkinginchemistrylearning. ScienceEducation, 88,
465–492.
Yang,E.-M.,Andre,T.,&Greenbowe,T.J.(2003).Spatialabilityandtheimpactofvisualization/animation
onlearningelectrochemistry. InternationalJournalofScienceEducation, 25,329–349.
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30. References
Garnett,P.J.,Garnett,P.J.,&Hackling,M.W.(1995).Students’ alternative conceptions in chemistry:
A review of research and implications for teaching and learning. StudiesinScienceEducation, 25,
69–95.
Anonymous,2006. 2006 industry report.Training 43, 20–32
R.T. Azuma. A survey of augmented reality. Presence: Teleoperators and Virtual Environments 6:4, 355-385,
1997
Eddy, E.R., Tannenbaum, S.I.,2003. Transfer in an e-learning context. In: Holton, E.F., Baldwin,T.T.(Eds.),
Improving Learning Transfer in Organizations. Jossey-Bass, San Francisco
Kolbasuk McGee, M., 2004.The relearning of e-learning. Information Week
Wirt,J., Choy,S., Rooney,P., Provasnik, S.,Sen, A.,Tobin,R.,2004. The Condition of Education 2004. US
Department of Education, Washington, DC
Wu, J.P. , Tsai, R.J., Chen, C.C., & Wu, Y.C. (2006). An integrative model to predict the continuance use of
electronic learning systems: hints for teaching. International Journal on E-Learning, 5(2), 287–302

31. References
Fjeld, M., & Voegtli, B. M. (2002). Augmented chemistry: An interactive educational workbench. In Mixed and
Augmented Reality, 2002. ISMAR 2002. Proceedings. International Symposium on (pp. 259-321). IEEE.
Chen, Y. C. (2006, June). A study of comparing the use of augmented reality and physical models in chemistry
education. In Proceedings of the 2006 ACM international conference on Virtual reality continuum and its
applications (pp. 369-372). ACM.
Johnstone, A. H. J. of Chem. Educ., 2010, 87, 7, 22-29.
Standard 12 Chemistry Part 1 NCERT
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