@article{ward_spencer_chauhan_oliver-hoyo_2024, title={Lessons learned: the use of an augmented reality application in organic chemistry laboratories}, volume={9}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2024.1384129}, abstractNote={Immersive technologies such as augmented reality (AR) have the potential to enable students to remediate invalid assumptions about molecular structure through visualizing site-specific, non-observable chemical processes. In this study, we explore how this technology-embedded instruction impacted student perceptions and experiences in a collaborative face-to-face and independent remote organic chemistry laboratory, the latter of which occurred during the COVID-19 pandemic. While we acknowledge the emotional toll of the pandemic, it afforded a unique opportunity to compare the differences in implementation when covering the same material. We used a novel AR mobile application, H NMR MoleculAR, and a complementary worksheet to support students’ understanding of proton nuclear magnetic resonance ( 1 H NMR) spectroscopy. We gathered data using a mixed-methods pre-post survey about students’ perceptions and experiences in the remote and in-person environments. There were differences in student user experience and perceptions of NMR knowledge, with face-to-face students showing more positive rankings. Although lower than those in face-to-face environments, perceptions of the remote environment remained neutral or positive for all measures. There were no differences in the reported number of challenges faced, but there were unique challenges in the remote learning environment. Our findings illuminate the complexity of factors that must be considered when implementing novel technologies into instruction in face-to-face and remote environments. We conclude by describing concrete lessons learned and considerations for researchers and instructors leveraging augmented reality.}, journal={FRONTIERS IN EDUCATION}, author={Ward, Lyniesha Wright and Spencer, Dan and Chauhan, Daivik and Oliver-Hoyo, Maria}, year={2024}, month={Apr} }
 @article{wright_oliver-hoyo_2021, title={Development and Evaluation of the H NMR MoleculAR Application}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.0c01068}, abstractNote={An augmented reality (AR) application and an activity worksheet have been developed to support students in visualizing the concepts involved when solving 1H NMR problems. This instructional resourc...}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Wright, Lyniesha and Oliver-Hoyo, Maria}, year={2021}, month={Feb}, pages={478–488} }
 @article{wright_oliver-hoyo_2020, title={Student assumptions and mental models encountered in IR spectroscopy instruction}, volume={21}, ISSN={["1756-1108"]}, DOI={10.1039/c9rp00113a}, abstractNote={The mental models students have after engaging in an activity designed to teach infrared (IR) spectroscopy without reliance on IR absorption tables, were characterized. Qualitative analysis of semi-structured interviews, through open coding, allowed the classification of the mental models as Molecules as Dynamic (MAD), Bonds as Dynamic (BAD), Molecules as Static (MAS), External Energy (EE), and Internal Energy (IE). Assumptions students have about structure, dynamics, and spectra when solving IR spectra were identified and grouped as intuitive, valid, and spurious. A connection was found between participants with more sophisticated mental models and those who used multi-variate reasoning. Participants were also more likely to be successful when they compared spectra. The results of the analysis suggest IR spectroscopy should be taught through a conceptual lens to guide learning about the interaction of energy and matter.}, number={1}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Wright, Lyniesha Chanell and Oliver-Hoyo, Maria Theresa}, year={2020}, month={Jan}, pages={426–437} }
 @article{wright_oliver-hoyo_2019, title={Supporting the Teaching of Infrared Spectroscopy Concepts Using a Physical Model}, volume={96}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.8b00805}, abstractNote={A physical model has been designed to help students visualize concepts involved when solving infrared spectra. The physical model uses balls and springs to incorporate the harmonic oscillator model and Hooke’s law to study dynamic vibrations within diatomic molecules. Various concepts are addressed with the model to abstract principles about how bonds interact with infrared light as well as how reduced mass, bond order, electronegativity, bond dipole, and bond polarity influence peak position and peak intensity in a spectrum. The model has a corresponding activity developed to maximize applicable heuristics and deter the need for memorization based on functional groups or surface features. The model has been thoroughly tested in organic chemistry laboratories where students have successfully used the concepts to justify peak position and explain peak intensity in infrared spectra.}, number={5}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Wright, Lyniesha C. and Oliver-Hoyo, Maria T.}, year={2019}, month={May}, pages={1015–1021} }