Abstract:

With technological development and access to mobile devices that allow the installation of software (Apps) that provide various features to these devices, the Augmented Reality (AR) Apps have attracted a lot of attention recently. When teaching Chemistry, the difficulty of abstraction to understand concepts pertaining to this science may be attributed to the need to articulate among the three dimensions that involve knowledge of chemistry: submicroscopic, symbolic and macroscopic dimensions. AR Apps can contribute to the articulation among these three dimensions, helping understand the chemical phenomena through a dynamic and three-dimensional visualization that they provide. Previously we released partial results on an investigation and evaluation of AR Apps for teaching and learning in Chemistry [1]. In this work we will present the advances and findings related to the identification, evaluation and contributions of emerging AR Apps for teaching and learning this science. For this, Apps were investigated and selected by means of searches in the ‘Play Store’ and ‘App Store’ virtual stores. The Apps that emerged in the search were selected based on the cost to download the App (identifying those that did not have any cost, considering the importance of adopting free Apps to implement practices using digital technologies in the context of public schools), and on the contents discussed (selecting the Apps that were related to Chemistry contents). From the previous research [1] had been selected twelve Apps were chosen; only 5 of them were multiplatform – ie., Apps that are compatible with Android and iOS operational systems. Continuing this research had been selected other eleven Apps; only seven of them were multiplatform (Dat Thin Pone Chemistry AR, AR VR Molecules Editor Lite, Alchemie Isomers AR, Periodic Table ARVR, Pharma Compounds, 360ed Elements AR e ModelAR Organic Chemistry). After this preliminary identification, each of the seven Apps was characterized, tested and evaluated regarding its scientific content, images, functionality, and ease, checking the potential of each of them for teaching and learning Chemistry. Noteworthy is the interactivity made possible by some Apps, such as Alchemie Isomers AR and ModelAR Organic Chemistry, which allow the user to build the molecule to be visualized through AR. Such functionality expands the application of these Apps in the classroom context.

Acknowledgements:
IFRS/CNPq/PIBITI

References:
[1] A. G. Nichele, L. Z. do Canto, F. N. da Silva, “Augmented Reality: Apps for teaching and learning chemistry”, INTED2020 Proceedings, pp. 7650-7655, 2020.

Keywords:

Augmented reality, chemistry, teaching and learning.