Abstract:

Chemistry teaching in secondary education often struggles with abstraction, technical language, and the difficulty of visualizing molecular structures in three dimensions. These challenges reduce student motivation and limit comprehension. To address this, the project developed at the Instituto Federal do Amazonas (IFAM) centered on teaching the concept of molecular clouds—electronic regions around atoms—through an Augmented Reality (AR) application named RAquimic. The initiative applied Project-Based Learning (PBL) to train an undergraduate student in mobile programming while simultaneously producing an innovative educational tool for Chemistry.

The methodological approach combined the principles of PBL with the stages of mobile software development. Within PBL, the student was guided to define a motivating question, explore solution paths, collaborate with supervisors, and reflect on outcomes. In parallel, the software development process followed user-centered design steps: planning (identifying educational needs), design (defining requirements and user personas), prototyping (building AR models and interaction features), and review (testing with teachers and refining based on feedback). This dual track ensured that learning goals and technical deliverables advanced together. At the heart of the methodology, the motivating question was posed: Would an AR application focused on molecules and molecular geometry facilitate learning in Chemistry?

Molecular structures were modeled using ChemSketch, a free tool for drawing chemical structures in 2D and 3D, and converted with Avogadro, an open-source molecular editor for advanced visualization and exporting of 3D models, that were refined with Blender, a free and open-source 3D modeling and animation platform, enabling the addition of molecular cloud representations and visual effects. Integration into Unity was paired with Vuforia, a software development kit that recognizes real-world images and objects and overlays interactive digital content. The final product includes fifteen molecules with interactive features—rotation, zoom, and touch manipulation—supported by tutorials and visual guides to facilitate usability.

Validation was conducted with Chemistry teachers in pilot sessions. Feedback indicated improved visualization of molecular geometry and electronic clouds, increased student engagement, and clearer conceptual understanding during activities that contrasted AR models with textbook diagrams. The undergraduate student demonstrated significant growth in programming skills, autonomy, and problem-solving abilities, evidencing the effectiveness of PBL as a formative pathway.

The outcomes highlight the potential of combining PBL and mobile software practices to bridge the gap between abstract scientific knowledge and interactive learning. By situating students in authentic problem-solving contexts and equipping them with accessible digital tools, educators can foster deeper understanding, creativity, and motivation. The project also shows how open-source technologies enable impactful educational innovation in resource-constrained environments.

Regarding the motivating question, preliminary classroom use and teacher validation support a positive answer: an AR app focused on molecules and molecular geometry does facilitate learning by making abstract content more tangible, engaging, and memorable. Future work will expand RAquimic to include more molecules and conduct broader trials.

Keywords:

Project-Based Learning, Augmented Reality, Chemistry Education, Molecular Clouds, Educational Applications, Technological Innovation.