Augmented Chemistry (AC) is an application that utilizes a tangible user interface (TUI) for organic chemistry education. The empirical evaluation described in this paper compares learning effectiveness and user acceptance of AC versus the more traditional ball-and-stick model (BSM). Learning effectiveness results were almost the same for both learning environments. User preference and rankings, using NASA-TLX and SUMI, showed more differences and it was therefore decided to focus mainly on improving these aspects in a re-design of the AC system. For enhanced interaction, keyboard-free system configuration, and internal/external database (DB) access, a graphical user interface (GUI) has been incorporated into the TUI. Three-dimensional (3D) rendering has also been improved using shadows and related effects, thereby enhancing depth perception. The re-designed AC system was then compared to the old system by means of a small qualitative user study. This user study showed an improvement in subjective opinions a out the system's ease of use and ease of learning.

This paper describes how a tangible user interface (TUI) that was designed to construct molecules was extended to also visualize electronegativity and dipole moment. Using interactive tools working with the system, elements can be chosen from a booklet menu and composed into three-dimensional (3D) molecular models. The system is used to teach aspects of organic chemistry such as the octet ride. Based on user experience and expert interviews, a new mode to visualize electronegativity and dipole moment was realized. Evaluation of usability and the learning effectiveness of the AC system is in progress, also examining the dipole tool presented here. We currently compare AC with a ball-stick tool for chemistry education. The paper is an example of joint disciplines: Tangible UI, educational media for chemistry education, and interactive learning.