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Augmented Reality as an Educational Tool for Teaching Macromolecular Structure and Function
Author(s) -
Sung RouJia,
Wilson Andrew,
Crowl Logan,
Nardi Joseph,
St. Clair Katie
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.lb216
Subject(s) - function (biology) , zoom , computer science , class (philosophy) , visualization , curriculum , worksheet , augmented reality , human–computer interaction , multimedia , mathematics education , psychology , artificial intelligence , engineering , biology , pedagogy , evolutionary biology , lens (geology) , petroleum engineering
Relating macromolecular “structure to function” is considered a foundational skill in biochemistry and molecular biology course curriculums. The molecular visualization skills necessary to interpret information in 3D models of biological macromolecules, however, are often lacking. Moreover, current technologies aimed at spanning this skills gap often require varying degrees of prior knowledge, training, and/or hardware requirements that can make implementation difficult. To address this we have developed a simple classroom activity using augmented reality technology that allows students to quickly and easily interact with high‐resolution images of a 3D macromolecule. The activity was implemented in a junior/senior level biochemistry course as part of a class discussion on the structure and function of the potassium channel. The 3D images were integrated as an iPad application in which a 3D virtual image of the molecule would appear superimposed on the real world on the iPad screen when the iPad camera was directed towards a printed QR code. Students were able to rotate, translate, and zoom in on the molecule by physically moving either the iPad or the QR code sheet. The activity was also accompanied with worksheet questions aimed at developing an interpretation of the 3D structure. Student attitudes were assessed using a pre/post survey analysis. Results indicate increases in student confidence towards visualizing the 3D structures of biological macromolecules, as well as an increase in positive student perceptions of the helpfulness of looking at 3D structures for learning protein biochemistry. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .