Tangible user interface for chemistry education: comparative evaluation and re-design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Mixed Reality Book: A Visualization Tool
IVIC '09 Proceedings of the 1st International Visual Informatics Conference on Visual Informatics: Bridging Research and Practice
Augmented Reality as a Remedial Paradigm for Negative Numbers: Content Aspect
IVIC '09 Proceedings of the 1st International Visual Informatics Conference on Visual Informatics: Bridging Research and Practice
Visualization for increased understanding and learning using augmented reality
Proceedings of the international conference on Multimedia information retrieval
ROAD-MAP for educational simulations and serious games
ICHL'10 Proceedings of the Third international conference on Hybrid learning
UIC'10 Proceedings of the 7th international conference on Ubiquitous intelligence and computing
CheMO: mixed object instruments and interactions for tangible chemistry experiments
CHI '11 Extended Abstracts on Human Factors in Computing Systems
Technical skills in developing augmented reality application: teachers' readiness
IVIC'11 Proceedings of the Second international conference on Visual informatics: sustaining research and innovations - Volume Part II
Proceedings of the Winter Simulation Conference
Learning Molecular Structures in a Tangible Augmented Reality Environment
International Journal of Virtual and Personal Learning Environments
The effects of the size and weight of a mobile device on an educational game
Computers & Education
An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study
Proceedings of the 25ième conférence francophone on l'Interaction Homme-Machine
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Augmented reality (AR) is an emerging technology, which renders three-dimensional (3-D) virtual objects and allows people to interact with virtual and real objects at the same time. The purpose of this study is to investigate how students interact with AR and physical models and evaluate their perceptions regarding these two representations in learning about amino acids. The results show that some students liked to manipulate AR by rotating the markers to see different orientations of the virtual objects. However, some students preferred to interact with physical models in order to get a feeling of physical contact. Their interactions with AR demonstrated that they tended to treat AR as real objects. Based on the findings, some AR design issues are elicited and the possibility to use AR in the chemistry classroom is discussed.