本期專題
臺灣化學教育
Application of Mobile Technology and Augmented Reality in Science Education Mei-Hung Chiu*
Wei Tian Tang
National Taiwan Normal University Graduate Institute of Science Education
[email protected]
As technology rapidly advances, the wide availability of smart phones has not only greatly impacted how people live their lives, but also altered inter-personal relationships. According to the statistics of Ambient Insight (2013), the global value of “Mobile Learning
23.4% to 50.7%. Percentage of users with tablet computers also increased to 21.4%. This shows that there is a trend of “smartization” in mobile technology. Naturally, potential users of mobile instructional software would also increase, raising expectations of a learning
Products and Services” in 2010 has reached as high as 3.2 billion US dollars, and it is expected that it would reach 9.1 billion dollars in 2015. Geographically, with a 21.2% growth rate, Asia was at third place following Africa and Latin America. This shows that the mobile learning market is growing rapidly worldwide, and for Asia specifically, potentials for mobile learning software or online applications were
paradigm revolution in schools.
also tremendous. If one could create new forms of mobile learning software, with additional research and promotion, it would then be able to catch up with the global trend of technology-enriched learning.
acquisition to the interactivity with learning materials, such transformation provided an opportunity in raising learners’ interest and motivation. The current study will provide a review of mobile learning and the application of AR.
Starting from computer assisted instruction of the early days, through computer simulation, virtual reality, to today’s augmented reality (AR), technological advancements have made technology itself more intertwined with people’s lives, all the while also altering the way we learn. From paper-based knowledge
Based on the survey conducted by the Research Development and Evaluation Commission of the Executive Yuan, Taiwan,
Mobile Learning Mobile learning mostly emphasizes on
from 2010 to 2012, among the online population aged 12 and up, the percentage of smart phone users rapidly increased from
the ability to learn anywhere at any time. Unconstrained by traditional classrooms, mobile learning could allow students to leave 1
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臺灣化學教育 the classroom behind and combine the knowledge they are learning with real life scenarios. In such a learning process, the foci were that students could search and integrate information in real time, allowing human-computer interactivity and inter-machine online interactivity, so as to foster knowledge construction and transformation (Cole & Stanton, 2003; Patten,
The emphasis on interaction: during the learning process, interactions between student and mobile device, student and instructional material, student and student or student and science teacher could be realized, allowing real time discussion and feedback.
Sanchez, & Tangney, 2006). In contrast to traditional classroom scenario, which is constrained by location and time, through any mobile devices, student
Despite being in the realm of people’s portable devices, the “smartization” of mobile technology has also brought about opportunities of change in other fields of technology. As an integral technology, mobile
could search or exchange information synchronously or asynchronously, regardless of location and time. Learning conducted using mobile devices as such is referred to as mobile
technology could utilize its own camera module and display to run software for AR technologies. This is a breakthrough for AR as it has not only resolved AR technology’s
learning. The biggest difference between mobile learning and traditional online learning is that although traditional online learning is not constrained by time, it remains constrained by location, i.e., in order to learn, students would have to be in front of computers, while mobile learning was freed from the location constraint. As long as resources are well developed, students would be able to learn at
portability and convenience related problems, the problem of availability to the public was also solved within a very short time period.
anytime from anywhere.
the real and the virtual worlds, so as to allow learners to access a learning module that is drastically different from those based mostly on the Internet. Although people often thought of virtual reality and AR as similar, as implied by their names, the two are completely different. The former emphasizes on the virtual, while the latter emphasizes on integration with the real context, allowing objects to be presented in
Augmented Reality Learning
The so-called “augmented reality” or AR is the integration of the real world visions and the videos or pictures of the virtual world. Composite images were then generated through the display, emphasizing on the interaction of
At the scene of instruction, with mobile devices, science teachers could efficiently conduct chemistry-related inquiry activities (on topics such as cleaning agents, food safety etc.) in schools. The major reasons behind this are: 1. The emphasis on context: students’ learning process could be implemented within school
front of one’s eyes.
campus itself; 2. The emphasis on immediacy: within school grounds, students could obtain knowledge through mobile devices directly; 3.
Simply put, AR has the following 2
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臺灣化學教育 characteristics and affordances, which can be viewed as traits for aiding learning. AR includes:
allow students to directly link school environments with their instructional materials.
1. Allowing learning contents to be presented in 3D. Through its presentation, students would be able to grasp the conceptual content in 3D. For example, AR technology can turn a 2D
Combining the aforementioned AR characteristics with virtuality, and through the interface students could operate on the display, would help students break away from the existing sensory learning approach and
picture of planets orbiting the sun into a 3-dimensional presentation; 2. Infusing specific contexts to conduct collaborative learning. Utilizing mobile devices, students will be able to learn
augment with corresponding knowledge and information. In science learning, given its unique learning process in varied dimensions, AR could afford transformations between the concrete and the microscopic through design.
with AR both inside and outside of the classroom. They will also be able to collaborate and interact with one another based on the information
For example, augmented image of the concrete crystal would show the structure of the molecule. Furthermore, as a learning aid, AR could enhance practical, cognitive, and
searched and evaluated; 3. Infusing immediate sensory feedback. Students would receive immediate feedback through human-machine interaction; 4. Visualizing otherwise difficult to view items. AR can simulate and present things that are impossible to see with the naked eye, for example:
affective aspects. For practice, AR would provide the basis of actual execution, allowing students to understand scientific concepts through the process of practice. Cognitively, by linking the macroscopic, microscopic, and the symbolic scales and manipulating the abstract representations, with AR’s characteristic of interlinkage between space and time, understanding of how scientific models are
3-dimensional chemical molecules could accentuate the spatial arrangements among the molecules; and 5. Linking the learning spaces inside and outside of the classroom. When conducting school ground plant investigation, AR technology would
constructed could be achieved. For affect, attitude and interest towards science learning could be enhanced through interaction and communication with peers, by the way of mobile technology learning.
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introduction to some results our research team has attained after executing the High Scope Project of the Ministry of Science and Technology: instructional tools for water molecule, carbon nanotube, and DNA molecular structure. The first two are related to chemistry, and DNA was introduced mainly because it is closely related with chemistry’s macromolecule structure. It Figure 1: Structure of water molecule (left) Figure 2: Water molecule forming hydrogen bond (right)
is hoped that this would entice more teachers to think about other contents that could be created through this design. In addition to working in
Creating a learning environment of augmented reality: Examples
conjunction with instructional needs, the arrival of mobile technology, and acting as a reference for science teachers, what is more important is that these tools could be used for students’ self-learning. Without the constraints of time and space, students could utilize and learn any time they want. If further thinking and creativity could be stimulated, then an additional level of educational meaning would
AR-aided scientific concept learning has already been adopted in specific subject areas, including mathematics, physics, biology, chemistry, and Earth science. Its impact on motivation, attitude, and learning performance was also significant. Based on the literature reviewed, AR is not just fun, but also has potentials for subject concept learning. In the following paragraphs, we would introduce the AR-aided instructional tool our research team has developed.
be achieved.
I. Polar molecule and non-polar molecule The subject of polar and non-polar molecule is an important theme in instruction. Matters’ different properties could give rise to different effects. The interaction between
In the past three years, the High Scope Project Team working with science teachers from Taipei Municipal Wan Fang Senior High School has attempted to develop several AR
molecules (e.g. the formation of hydrogen bond) in chemistry instruction and learning often requires one to imagine and construct the
teaching tools, with contents in physics, chemistry, and biology. The following is a brief 4 Chemical Society Located in Taipei
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本期專題
臺灣化學教育 formation and results of these processes. As such, through designing an AR learning environment, we would allow students to operate and see different representations and interactions of polar molecules (e.g. water) and non-polar molecules (e.g. methane) by themselves. For single polar or non-polar molecule, students can choose different forms of representation to see its molecular structure,
Carbon nanotube (CNT) was discovered by Japanese physicist Dr. S. Lijima in 1991. By using a high definition electron microscope, Dr. Lijima found in graphite cathode sediment after the electric arc had discharged, a slender substance structure that is about 1 micrometer long and has a diameter about 5-30 nanometer. Further observation found its long hollow structure consisted of 2-50 layers of coaxial
such as ball-and-stick mode or the filler mode. Next, students could put two identical or different molecules together to see if they would react with each other. With water as an example, Figure 1 is the structure of the water
graphite. This kind of tubular carbon structure then became the fourth kind of allotrope after graphite, diamond, and C60. Carbon nanotube can be further divided into three types based on the different structure of the tube-wall:
molecule. When students place two water molecule cards together, they would be able to see hydrogen bonds forming between hydrogen atoms. However, when two water molecules
Single-walled, Double-walled, and Multi-walled. Their characteristics would also differ accordingly, some leaning more towards semiconductivity, others metallitivity (Ministry
were placed next to oxygen, then repulsion would be observed (see Figure 2). Additionally, this set of instructional tool has also provided matters such as methane and formaldehyde to allow students to investigate which of these are polar molecules, which are non-polar molecules, and would hydrogen bonds be formed between them to explain solubility.
of Science and Technology, 2014). Single-walled carbon nanotube would exhibit different physical and mechanical traits due to its permutation and rotation angles (Tseng, Chiu & Dai, 2006). Single-walled carbon nanotube can be further classified into three types: the armchair, the zigzag, and the chiral (also known as the spiral for its spiral shape).
II. Introduction for carbon nanotube
Since it is not easy to demonstrate the structures of the different carbon nanotubes, our research team has developed the AR instructional materials for these three types of carbon nanotubes. As shown in Figure 3-5, these materials had allowed students to observe the differences in structures of the carbon nanotubes from different angles. We have interviewed some undergraduate students regarding these finished items. The interviews found that these students were very interested in this kind of learning method, and believed
Figure 3: cubic structure of carbon nanotube (I) 5 Chemical Society Located in Taipei
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臺灣化學教育 that to be able to use a handheld device to rotate and observe the molecular structure of sp2, and compare the different combinations forming materials with different structures would be helpful to their learning.
development believed that traditional models, whether they are physical or on paper, are still flawed with regard to instructional application, i.e., static DNA sequences and model complexity. Fixed DNA sequences, especially the two dimensional images on paper, made it impossible for science teachers to continue using the same model when they were trying to explain the differences in sequences among different biological beings. Moreover, the complexity of the traditional models could not be changed despite the fact that model complexity should be adjusted according to the targeted learners and the level of conceptual learning. For instance, the concept of base pairing should be taught with simple models; in contrast, the structure of the bases would require complex models.
Figure 4: Three dimensional structure of carbon nanotube (II)
Figure 5: Observing three-dimensional structure of carbon nanotube observed from a different angle III. Augmented Reality of DNA (Double Helix) Our research team had adopted the three-dimensional double helix model to allow learners understand its formation and structure directly. Examples include the different types
Figure 6: free observation of three-dimensional structures (top)
of nitrogenous base, how they pair up, and hydrogen bonding. However, the biology teacher who participated in the test item
Figure 7: Switched to the Complex model (bottom) In light of the needs mentioned above, 6
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臺灣化學教育 the technician in our research team has developed the AR teaching tool capable of presenting the double helix model, and collaborated with the biology teacher in developing AR that has two modules so as to compensate for the failures of traditional models. One of the module can show different DNA sequences when utilized with physical instructional tools that are covered with images
Thus far, we have held two large scale Science Education AR Workshops (approximately 250 teachers attended) on various AR Mobile Technology instructional tools and instructional activities. We have also been invited to professional development sessions in schools to promote the infusion of mobile technology in instruction. These events
of different living beings. This allowed students to explore the differences among the sequences shown on their own (shown in Figure 6 and 7). In addition, AR of DNA model provides users with a diverse range of angles to observe
were well received by both teachers and students (see Figure 9). Since developing this kind of educational resource requires extensive time and energy, we suggested teachers to focus more on how to utilize these instructional
the three-dimensional structures from. Users could also change the complexity level through the interface. When applied in the classrooms, the
materials effectively in their practices, and designing enlightening instructional activities and assessment methods to make full use of AR as a scaffold for helping students understand
double helix AR would allow science teachers to present the DNA sequence in the hands of the students, allowing students to observe and manipulate on their own. When needed, the science teacher could also instruct students to switch to the complex model in order to explain further. The science teacher could even ask the students to try pairing if the time allows (see Figure 8).
abstract and complex scientific concepts. Through this opportunity, teachers should also try to change students’ attitudes towards learning, raise students’ interests in learning and investigation, so as to enable their understandings of scientific knowledge. In other words, it is suggested that teachers should first think about the difficulties that may emerge during instruction, then contemplate how mobile technology and AR instructional tools could be used to enhance student learning, alter classroom culture and bring about self-motivated learning among students, all the while making learning fun and enjoyable.
Figure 8: Students observing and manipulating AR on their own 7 Chemical Society Located in Taipei
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臺灣化學教育
Figure 9: Promotional events for mobile device integration in education enrich both instructional content and learning material.
Conclusion Most of the teaching materials in elementary and junior high schools in Taiwan are still paper-based; and the implementation of electronic medium based instruction has
Acknowledgement We would like to thank the Ministry of Science and Technology in Taiwan for
remained lackluster. Moving from paper-based to mobile digital instructional material would still require a certain amount time for paradigm shift. It is especially true for the pilot developmental works on intermediary instructional material that is required for the paper-to-mobile digital paradigm shift. The mobile technology-assisted science learning instructional material is one of the links that
providing the grant needed in this research, enabling our research team to execute the project on the integration of innovative technology in school curriculum. We would also like to thanks the teachers and students of the Taipei Municipal Wan Fang Senior High School for their enthusiastic support, especially Mr. Wei-Chun Tang, this research cannot be done smoothly without his coordination and
should be developed but has not been. Examples include three dimensional structural imaging, training through actual experimentation, GPS environmental survey etc. Open sourced software should also be integrated to be used in mobile technology-assisted instruction. For the development of similar instructional materials, more teachers would be needed to provide
communication. Special thanks to our team members Professor Ching-Cheng Chou and Professor Yu-Zhi Liu for their expert advices, and the assistance of graduate students Chi-Hua Lin and Jin-Wei Hsu. Further thanks to our technician Wei-Tian Tang for his professional R/D skills, his efforts made the findings of this research visionary. Lastly, the first author of this paper thanks all who assisted in this
information on the needs of the classrooms so that developers can actually create tools that would fit the needs of actual classrooms and
project. References 8
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臺灣化學教育 Ambient Insight (2013). The Asia Market for Mobile Learning Products and Services: 2012-2017 Forecast and Analysis. Ambient Insight Regional Report, 4-6. Cole, H., & Stanton, D. (2003). Designing mobile technologies to support co-present collaboration. Personal and Ubiquitous Computing, 7(6), 365–371. Ministry of Science and Technology (2004). –
Patten, B., Sanchez, I, & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education, 46, 294–308. Tseng, S. H., Chiu, J. C., & Dai, N. H. (2006). An Introduction to the molding techniques of carbon nanotubes. Vacuum technology, 19(1), 17-25.
Miconanotechnology. Downloaded from http://www.most.gov.tw/ctpda.aspx?xIte m=14600&ctNode=76&mp=8
Translator: Dr. Hongming L. Liaw
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