KIT208 Assignment 3 Report

Introduction:

A new innovative learning experience in chemistry using AR to provoke student interest through active learning style. The application also encourages authentic learning by preventing interpretation of generative AI from answering quiz questions.

This augmented reality application is designed for high school chemistry students to educate them on the periodic elements. The end goal of this application is to implement a new way of studying that is easy to use and engaged as well as a new way to test the student’s knowledge on the subject.

Demo video:

Description of the application:

This is an educational application that provides an immersive and engaged learning experience to high school chemistry students. This allows the students to interact with the 3D projected models of elements by rotating and resizing them as well as conducting the teacher’s quiz by showing appropriate target images to answer the questions. For example, if the question asks  what 2 elements would make NaCl then showing images of Na and Cl would be correct. The final product would have a system to record the student's answers as well as introduce a range of interactions that allow the students to inspect the 3D models. This application aims to introduce new interactive learning tools that are easy to use through mobile phones.

The interface problem in this context is to find an interactive learning tool that will be suitable for the younger generation as children’s engagement with tablets and smartphones is higher than with traditional desktops or computers using a mouse and keyboard (Nadeem, 2020). Learning using paper and pen or laptops can be inconvenient due to its sedentary nature, negatively influencing the student’s learning experience. Academic integrity is also a problem as artificial intelligence (AI) are widely used and can result in academic misconduct (Australian Academic Integrity Network, 2023). As the generative AI is unable to read images or interpret augmented reality (AR) technology, this could also be a way to prevent academic misconduct.  The significance of this product is to display an innovative and convenient tool on a tablet or phone that is suitable for the coming generation. The activeness in these activities using the application brings an immersive learning style, encouraging an active environment for learning effectiveness (Elon University, n.d). 

AR as the interface technology for this application is significant due to its ability to provide flexible use cases in many different environments through image targets and 3D models, creating a highly interactive and immersive experience by utilizing human 5 senses to enhance human productivity or learning in this context (Porter and Heppelmann, 2017). This technology can be easily applied without much training and resources like VR (headset), computer (keyboard, mouse, computer) and more as most user knows how to effectively use their tablet or smartphone. The highly usable features of simple through a phone and application with image targets make it have a higher usability compared to traditional laptop interface. Application of technologies such as AR or virtual reality can significantly increase the students’ learning rate in all subjects, particularly for Chemistry, and therefore can prevent students’ loss of interest in learning. 

Interaction Design:

This prototype enables active learning by requiring users to match suitable image targets to generate correct responses. This hands-on approach encourages active engagement, contrasting with passive keyboard and mouse learning. The mapping features through object tracking using AR create an excellent feedback experience as it enhances human senses, feelings and vision when interacting with the physical target images (Rodrigues, Ramos, Pereira, Sardo, and Cardoso, 2019). The final product will include a database for teachers to assess student performance based on recorded answers.

The object interactions such as resizing and rotating the 3-D models of the elements using virtual buttons and a slider aim to provoke the students’ attention to improve the student's understanding of the element's 3D structures, which is essential for chemistry. This prototype has 3D cubes to represent the 3D models of elements, the final product would have 3D atomic models of each different element. By manipulating and exploring the 3D models, the interaction motivates critical thinking or curiosity through student engagement to improve the students’ deep understanding as they can continue to explore further knowledge on the internet or resources. 

The users can also “click” on the virtual button to show information on the elements or image targets. This allows the users to process or learn the information on each element by simply displaying the camera at the target images. The guided instructions shown by interacting with these buttons help the user understand how to use the application without looking at writing instructions on paper or a laptop.

Storyboard:

Technical Developments:

Interface Technology: Augmented Reality using Vuforia with image targets.

• Vuforia provides tools and resources for AR development, which is suitable to use with Unity. It allows object tracking through devices.

Development application: Unity

• A popular 2D and 3D gaming development application to great interactive content. It allows developments of interface technologies such as VR and AR.

Interactions:

• 2 objects interactions to display the correct compound that was made from the elements’ image target.
• Pressing button to rotate the 3D model that represents the element.
• Moving the slider to resize the 3D model of the element.
• Pressing button to display the information or instructions from the target images.

Description of 3D models:

In the final application that atomic structure model of the element would be display, however, appropriate freely used atom models were not suitable or found for this prototype so 3D model of cloud to represent the elements were used.

• Clorine element: This model represents the gas state of chlorine.

• Oxygen element: This model represents the gas state of Oxygen element.

• Hydrogen element: This model represents the gas state of Hydro element.

Reference:

Image Target

PeterHermesFurian (2020) Periodic Table of elements, black and white. periodic table, tabular..., Periodic table of elements, black and white stock illustration. Available at: https://www.istockphoto.com/vector/periodic-table-of-elements-black-and-white-gm... (Accessed: 26 September 2023).

Rosca, F. (no date) Hydrogen periodic table element. hydrogen symbol chemical sign stock vector image & art, Hydrogen periodic table element. Hydrogen symbol chemical sign. Available at: https://www.alamy.com/hydrogen-periodic-table-element-hydrogen-symbol-chemical-s... (Accessed: 26 September 2023).

Tudor, A. (2018) Chlorine chemical element periodic table science symbol stock photo, Chlorine chemical element periodic table science symbol. Available at: https://www.alamy.com/stock-photo-chlorine-chemical-element-periodic-table-scien... (Accessed: 26 September 2023).

Yury, K. (2019) Oxygen periodic table of the elements vector illustration EPS 10 stock vector image & art, Oxygen Periodic Table of the Elements Vector illustration eps 10. Available at: https://www.alamy.com/oxygen-periodic-table-of-the-elements-vector-illustration-... (Accessed: 26 September 2023).

Asset used:

Avionx (2023) World materials free: 2d textures & materials, Unity Asset Store. Available at: https://assetstore.unity.com/packages/2d/textures-materials/world-materials-free... (Accessed: 26 September 2023).

Free Dimension Forge (2020) Low poly forest environment package: 3D landscapes, Unity Asset Store. Available at: https://assetstore.unity.com/packages/3d/environments/landscapes/low-poly-forest... (Accessed: 26 September 2023).

Nobiax (2015) Yughues Free Ground Materials: 2D floors, Unity Asset Store. Available at: https://assetstore.unity.com/packages/2d/textures-materials/floors/yughues-free-... (Accessed: 26 September 2023).

Academic Reference:

Australia Academic Integrity Network (2023) AAIN Generative Artificial Intelligence Guidelines - TEQSA, AAIN. Available at: https://www.teqsa.gov.au/sites/default/files/2023-04/aain-generative-ai-guidelin... (Accessed: 26 September 2023).

Nadeem, R. (2020) 1. children’s engagement with digital devices, Screen Time, Pew Research Center: Internet, Science & Tech. Available at: https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digita... (Accessed: 26 September 2023).

Wittstein, M. and Chi, H. (2022) Immersive learning, Center for Engaged Learning. Available at: https://www.centerforengagedlearning.org/resources/immersive-learning/#:~:text=Immersive%20learning%20encourages%20students%20to,passive%20recipients%20(Vaughn%202020). (Accessed: 26 September 2023).

Porter, M. and Heppelmann, J. (2021) Why every organization needs an augmented reality strategy, Harvard Business Review. Available at: https://hbr.org/2017/11/why-every-organization-needs-an-augmented-reality-strate... (Accessed: 26 September 2023).

Rodrigues, J. et al. (no date) Mobile five senses augmented reality system: Technology acceptance study, CORE. Available at: https://core.ac.uk/display/269005033?utm_source=pdf&utm_medium=banner&utm_campai... (Accessed: 26 September 2023).

Development of C# script:

Script where developed with reference to OpenAI's ChatGPT : https://chat.openai.com/share/640c632f-68a7-4b4e-840f-d20c3b32e687

The script and project as well as report were developed with reference to KIT208 learning materials by Dr Lindsay Wells from the University of Tasmania