Design an Immersive Learning Media Based on Spatial Augmented Reality Using Hand Tracking in the ChemMaster Application
Abstract
Today’s technological progress gives educators new ways to create engaging and effective learning experiences. This research introduces ChemMaster, a learning media application that combines Spatial Augmented Reality (AR) and hand-tracking technology to help high school students understand complex chemistry concepts. The development of ChemMaster followed a Design Thinking process, beginning with exploring students’ learning challenges through interviews and observations. As a core contribution, ChemMaster integrates an AI-powered automatic question scanning feature that provides step-by-step solutions, interactive 3D AR models of molecules and reactions, and gamified elements like quizzes and leaderboards to maintain motivation. To evaluate its usability and learning impact, a pilot study was conducted involving 15 participants, specifically 12 high school students and 3 chemistry teachers. Preliminary results show a high rate of task completion and user satisfaction; specifically, gesture-based hand-tracking interactions (e.g., zooming and rotating models) effectively bridged the gap between theoretical explanations and tangible visual comprehension. Although the study identified minor constraints, such as reduced tracking accuracy in low-light conditions, the findings demonstrate that ChemMaster significantly increases student engagement compared to traditional methods and offers a promising interactive tool to deepen chemistry understanding.
Full text article
References
Alfaruqi, A., & Nurwahidah. (2025). Reflection on Indonesia’s PISA scores and the 2024 madrasah teacher competency assessment results: Challenges in enhancing teacher competence. JURNAL PENDIDIKAN IPS, 15(1), 11–19. https://doi.org/10.37630/jpi.v15i1.2559 DOI: https://doi.org/10.37630/jpi.v15i1.2559
Guaya, D., Meneses, M. Á., Jaramillo-Fierro, X., & Valarezo, E. (2023, March 15). Augmented reality: An emergent technology for students’ learning motivation for chemical engineering laboratories during the COVID-19 pandemic. MDPI. https://www.mdpi.com/2071-1050/15/6/5175 DOI: https://doi.org/10.3390/su15065175
Joshi, D. (2025). EmmersED AR-based educational platform. International Journal for Research in Applied Science and Engineering Technology, 13(4), 2297–2303. https://doi.org/10.22214/ijraset.2025.67824 DOI: https://doi.org/10.22214/ijraset.2025.67824
Kapp, K., Sivén, M., Laurén, P., Virtanen, S., Katajavuori, N., & Södervik, I. (2022, November 23). Design and usability testing of an augmented reality (AR) environment in Pharmacy Education-presenting a pilot study on comparison between AR Smart Glasses and a mobile device in a laboratory course. MDPI. https://www.mdpi.com/2227-7102/12/12/854 DOI: https://doi.org/10.3390/educsci12120854
Karnishyna, D. A., Selivanova, T. V., Nechypurenko, P. P., Тетяна Валеріївна Старова, & Viktoriia Stoliarenko. (2022). The use of augmented reality in chemistry lessons in the study of “Oxygen-containing organic compounds” using the mobile application Blippar. 2288(1), 012018–012018. https://doi.org/10.1088/1742-6596/2288/1/012018 DOI: https://doi.org/10.1088/1742-6596/2288/1/012018
Koumpouros, Y. (2024). Revealing the true potential and prospects of augmented reality in education. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-023-00288-0 DOI: https://doi.org/10.1186/s40561-023-00288-0
Kumar, A., Bhadauriya, A. S., Kaushik, A., & Singh, P. (2025). Augmented Reality (AR) and its impact on learning methodologies. Journal of Advances in Science and Technology, 22(2), 112–121. https://doi.org/10.29070/fmfvkc30 DOI: https://doi.org/10.29070/fmfvkc30
Mansour, N., Aras, C., Staarman, J. K., & Alotaibi, S. B. M. (2024). Embodied learning of science concepts through augmented reality technology. Education and Information Technologies, 30(6), 8245–8275. https://doi.org/10.1007/s10639-024-13120-0 DOI: https://doi.org/10.1007/s10639-024-13120-0
Neji, H. A., Anari, M. I., Bayim, B. A., Agube, C. C., & Arorim, O. O. (2025). Effects of Virtual and Augmented Reality Teaching Strategies on Students’ Understanding of Chemistry Practical Activities. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 7(2), 1–8. https://doi.org/10.63561/fnas-jmse.v7i2.1084 DOI: https://doi.org/10.63561/fnas-jmse.v7i2.1084
Oleksiuk, V. P., & Oleksiuk, O. R. (2022). Examining the potential of augmented reality in the study of Computer Science at school. Educational Technology Quarterly, 2022(4), 307–327. https://doi.org/10.55056/etq.432 DOI: https://doi.org/10.55056/etq.432
Peeters, H., Habig, S., & Fechner, S. (2023). Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. Multimodal Technologies and Interaction, 7(2), 9. https://doi.org/10.3390/mti7020009 DOI: https://doi.org/10.3390/mti7020009
Ripsam, M., & Nerdel, C. (2022). Augmented reality for chemistry education to promote the use of chemical terminology in teacher training. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1037400 DOI: https://doi.org/10.3389/fpsyg.2022.1037400
Rusdi, H., Riyanti, R., & Utari. P. (2023). VILBAR (Virtual Laboratory Based Augmented Reality) sebagai media praktikum kimia di Universitas Muslim Maros. Didaktika: Jurnal Kependidikan, 12(4), 1051–1060. https://doi.org/10.58230/27454312.265 DOI: https://doi.org/10.58230/27454312.265
Silva, J. dos S. (2023). THE USE OF ACTIVE METHODOLOGIES TO PROMOTE THE ENGAGEMENT OF FOREIGN LANGUAGE STUDENTS. Revista Sociedade Científica, 6(1), 3229–3240. https://doi.org/10.61411/rsc57815 DOI: https://doi.org/10.61411/rsc57815
Yasin, R., Amin, S., & Yasin, M. A. (2024). Beyond the classroom: The role of technology in modern education. Journal of Human Dynamics, 2(2), 69–76. https://doi.org/10.55627/jhd.002.02.0852 DOI: https://doi.org/10.55627/jhd.002.02.0852
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution: other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
With the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher's final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher's request, the Author agrees to furnish promptly to Publisher, at the Author's own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- The Work is the Author's original work;
- The Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- The Work is not pending review or under consideration by another publisher;
- The Work has not previously been published;
- The Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- The Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author's breach of the representations and warranties contained in Paragraph 7 above, as well as any claim or proceeding relating to Publisher's use and publication of any content contained in the Work, including third-party content.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article Details
Accepted 2026-07-05
Published 2026-09-30