Innovation arcade: Exploration lab 
The present project considers the following list of purposes:
• To foster students’ interest and understanding of their relationship with chemistry in their daily lives, as well as recognition of the importance of chemistry.
• Develop critical research skills, information search and evaluation of digital resources.
• Cultivate students’ ability to clearly and creatively communicate scientific information through different digital media.
Likewise, the general objective of the project is to enrich the educational experience of students by involving them in the research and communication process, exploring and exposing the chemical nature of everyday products through an approach to current technologies.
The above promotes the following specific objectives:
• Develop critical research to gather accurate information on chemical compounds using digital resources and online search tools.
• Develop the use of augmented reality technology to create interactive visual representation for the molecular structure of chemical compounds.
• Generate an environment conductive to collaborate among classmates to share and discuss research results, fostering peer learning.
The presentation will include
• Introduction of the presentation, mentioning the importance of fostering interest in science in young people, as well as implementing technology in the learning process (5 minutes).
• Slides showing the process in which the students chose the products to investigate, the investigation of the chemical components and the application of AR technology (20 minutes).
• The speakers will show the results obtained and their conclusions, allowing the audience to scan the QR codes that allow them to visualize the chemical component studied in each selected product (20 minutes).
In the world of contemporary education, augmented reality has emerged as a powerful pedagogical tool capable of unlocking the understanding of abstract concepts in challenging disciplines such as chemistry and other subjects. The fusion of technology and learning has enabled the development of educational applications and experiences that enrich teaching with visual and practical elements, revolutionizing the way students interact with academic content.
AR in education stands out as an effective tool for teaching abstract concepts in chemistry and other subjects. Given this, we can
mention successful cases of the use of this technology in the field of science education, an example is AR Chemistry, an application that allows 3D visualization of the periodic table and chemical elements using markers, however, it is currently not available for download (Vegas, 2018).
AR in education enriches the learning experience with practical resources. Apps have been developed for Android and iOS that
allow 3D models of atoms and molecules to be visualized. In addition, there is a paid platform that offers educational experiences based on
augmented reality, including simulations of chemistry experiments. Additional resources such as video educational material, an interactive periodic table and chemistry exercises, along with augmented reality models are also available (Verdejo, 2021).
An example of the application of this technology is the application "AR carbon hybridizations", which facilitates the visualization of molecules in the cell phone, generating an improvement in students' learning processes by allowing them to acquire a better understanding of What they have learned in the classroom (Urzúa-Reyes, 2022).
From a more academic point of view, we can consider the work of Chang et al (2022), whose study analyzed 134 investigations on the use of AR in education between 2012 and 2021. They sought to assess how AR affects three levels of learning outcomes: responsiveness, knowledge and skill, and performance. Their results indicate that AR benefits all three levels, with performance being the most impacted.
The above is congruent with that mentioned by Amores-Valencia et al (2022), who highlights that the use of AR in the classroom is related to an increase in students' motivation, attention, relevance, confidence and satisfaction. In addition, groups that use AR tend to obtain better test scores compared to groups that did not use it, suggesting better academic performance, which supports the idea that the incorporation of AR in teaching offers significant opportunities, and also highlights that the areas of natural sciences and mathematics are the most explored in the implementation of AR.
The incursion of augmented reality in education marks a significant milestone in the search for effective teaching methods. Examples such as the AR Chemistry application and numerous research studies, such as those conducted by Chang and Amores-Valencia, attest to the transformative potential of this technology. The ability to visualize complex concepts in 3D, the improvement in student motivation and performance, and the expansion of its use in fields such as natural sciences and mathematics are evidence that augmented reality is not only here to stay, but is also destined to evolve and define the future of education. With more and more resources and applications becoming available, it is undeniable that augmented reality will continue to play a pivotal role in promoting meaningful and enriching learning in classrooms around the world.
Used founds of information:
Amores-Valencia, A.; Burgos, D.,; Branch-Bedoya, J. W. (2022). Influence of motivation and academic performance in the use of augmented reality in education. A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1011409
Chang, H.-Y., Binali, T., Liang, J.-C., Chiou, G.-L., Cheng, K.-H., Lee, S. W.-Y., & Tsai, C.-C. (2022). Ten Years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641
Urzúa-Reyes, M. D. (2022). Realidad Aumentada para el Aprendizaje de la Química. Observatorio / Institute for the future of the education Tecnológico de Monterrey. https://observatorio.tec.mx/edu-bits-blog/realidad-aumentada-para-aprender-quimica/
Vegas, E.-E. (2019). AR chemistry o cómo aprender química con realidad aumentada. Emiliusvgs. https://emiliusvgs.com/ar-chemestry-quimica-realidad-aumentada/
Verdejo, N. (2021). Aprende química con Realidad Aumentada. WWWhat’s new. https://wwwhatsnew.com/2021/04/09/aprende-quimica-con-realidad-aumentada/
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