Sam Qorbani

*3D animation

Visualizing molecular conformations and complex compound structures and chemical transformations in 3D is one of the most difficult tasks for undergraduate chemistry students. Many researchers and educators are working on enhancing student learning and improving the construction of knowledge by employing technologies that better illustrate complex theoretical concepts. We developed several 3D animations of fundamental chemical transformations aimed at organic chemistry courses for the second and third-year undergraduate levels.

*Screen-based Augmented Reality

AR and VR are interactive media that allow users to interact with virtual objects. In AR virtual objects are overlaid in the real world, and users maintain visuals of the real world and interact with both virtual and real elements. As a commonly accepted definition, Ron Azuma stated that Augmented Reality is a technology that has three key requirements: 1) It combines real and virtual content 2) It is interactive in real-time 3) It is registered in 3D. Augmented reality is seen as an effort by scientists and engineers to change how users interact with computers. [1]

Built on our experience with creating 3D animations for science education, we developed an augmented reality tool called ARchemy to improve students' understanding of the spatial arrangement of molecular structures and interactions, in an interactive 3D environment [2].

*Markerless Augmented Reality application

Built on our previous work, we introduced markerless AR implementation in undergraduate chemistry education to avoid the limitation of using a printed marker, we have successfully developed a simple and low-cost “markerless” AR app, which can be used for both Android and iOS devices [3].

*Virtual Reality

Science, Technology, Engineering, and Math (STEM) education has special requirements such as lab-based activities and abstract concepts that complicate setting up the environment and learning process. These complications are increased due to the pandemic and other remote access requirements. Virtual reality (VR) is a computer technology that fully immerses users in a computer-generated artificial world that can be as realistic as the real world (realistic level of details, texturing). VR has unique affordances that make it a promising solution but its use in this regard has not been properly investigated and there are many open research questions related to its effect on interaction, learning, and accessibility in STEM education. We completed a series of quantitative and qualitative studies to find out if the use of VR in science labs leads to an increased level of learning, efficiency, and accuracy of the tasks (measured by pre-post knowledge tests and the in-app data collection system) [4][5].

*Accessibility in VR

Despite the advances made in Virtual Reality (VR) technology, the design of VR experiences lacks sufficient focus on accessibility and inclusion as the primary requirements. These are especially important for STEM education, where engaging in experiential activities is essential. This study was conducted to investigate accessibility considerations in the design and development of Immersive VR (IVR) learning spaces for wheelchair users. The specific research question is: How can we make a VR system easier to interact with for wheelchair users needing vertical movement? [6].

*Other VR projects

I am currently collaborating with Carleton University’s Department of Cognitive Science on a VR project. The title of the study is "Does Virtual Reality Enhance the Memory Palace Experience to Improve Memory?" [7].

[1] G. Lee, A. Clark, and M. Billinghurst, “A Survey of Augmented Reality”. Foundations and Trends in Human-Computer Interaction, 2015. 8(2-3): p. 73-272.