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.