design & research
Research on Augmented Reality (AR) technologies for STEM education
Role: Researcher, Developer, Presenter
Timeline: March 2019 - May 2020
Tags: User Research, User Interview, Software Development
Tools: Unity Game Engine, C#, Android OS, Vuforia, Google Drive, Google Docs, Google Slides,
Dropbox
Detail: Research and mobile application development as part of NASA Space Grant Consortium
and National Science Foundation UNY Innovation Crops STEM Marketing
Overview
A middle school student testing the beta version of Sheen AR application for STEM education
What if students could see science unfold right in front of them?
The Augmented Reality (AR) for STEM education project, which I led as an undergraduate at West Virginia University Institute of Technology, explored that idea through AR.
Backed by the NASA West Virginia Space Grant Consortium and the National Science Foundation UNY I-Corps STEM Marketing Program, this project aimed to re-imagine classroom learning by merging research, design, and technology.
Over a year of development, I built interactive AR applications that allowed K-12 students to visualize molecules, ecosystems, and mathematical concepts in 3D, turning lessons into immersive experiences that made science both tangible and memorable.
Understanding the Challenge
STEM subjects like biology, chemistry, and physics often rely on abstract concepts that are difficult for students to visualize - atomic structures, energy transfer, DNA sequencing, or planetary motion.
Traditional classroom tools such as diagrams or static videos fail to convey these complex, spatial relationships, leaving many students disengaged.
Through interviews with teachers and students, I discovered a consistent challenge:
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Students wanted to see and interact with lessons rather than memorize them.
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Teachers, though intrigued by new technology, often felt underprepared or unsupported when trying to integrate it into their classrooms.
This gap between student curiosity and teacher readiness became the foundation of my research. The goal was to explore how Augmented Reality (AR) could bridge that divide, creating interactive, curriculum-aligned tools that made science education both accessible and inspiring.
“When I saw the model of the DNA strand in AR, I finally understood how it twisted and connected, it felt real.”
- High school student, user feedback during testing
A middle school student showing his excitement while testing the beta version of the AR app during science fair.
Research & Methodology
To understand how AR could enhance classroom learning, I conducted open-ended interviews, beta-testing sessions, and observational studies with teachers and students across West Virginia.
This work was carried out through the National Science Foundation program, which provided mentorship on research structure, data collection, and user feedback analysis.
Participants included:
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High-school science teachers integrating digital tools into chemistry and biology lessons
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Middle-school students testing interactive AR prototypes in after-school sessions and local science fairs
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Online and special-education instructors exploring how AR could improve engagement for remote and diverse learners
Nima presenting at IEEE West Virginia Chapter, demonstrating the technology in action
Each participant interacted with early Android versions of the AR application, scanning printed markers to view 3D models such as molecules, ecosystems, and mathematical surfaces.
These sessions provided key insight into the educational, cognitive, and emotional effects of immersive visualization.
Key findings revealed that:
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Students retained STEM concepts more effectively when interacting with AR compared to traditional 2D images.
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Teachers identified AR as a potential tool for inclusive and differentiated learning, especially in online environments.
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Educators requested simpler onboarding, suggesting that intuitive design would be critical for classroom adoption.
“Even our quieter students became the first to explain what they were seeing. It changed who led the conversation.”
- Science teacher, Beta Testing Feedback
Development & Prototyping
Once the research foundation was in place, the next phase focused on turning insights into interactive learning tools.
I developed several Android-based AR prototypes using Unity Game Engine, Vuforia SDK, and C# scripting to test how augmented visuals could make abstract STEM subjects feel intuitive and engaging.
A model of DNA structure as seen within the beta AR application.
Users could take the device which was running the application through the model for an in-depth look.
Each model began as a static 3D representation - like a molecule, DNA strand, or geometric structure - which I integrated into AR so that users could walk around it, scale it, and interact from different angles.
Through this process, I transformed early classroom sketches into functional, testable learning experiences.
The beta application included interactive lessons such as:
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Molecular and atomic structures students could rotate and expand
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Dynamic math visualizations, turning 2D equations into explorable 3D graphs
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Planetary models demonstrating orbit and motion through immersive overlays
Through iterative testing, I refined performance, marker recognition, and user interface clarity, balancing functionality with accessibility for young learners and educators new to AR.
Testing & Evaluation
With functioning prototypes complete, I focused on evaluating their impact in real learning environments. Through the NSF UNY I-Corps program, I conducted structured testing sessions across multiple schools, community science fairs, and educator workshops.
Students interacted with the AR application using printed markers and mobile devices, while teachers observed changes in participation and comprehension. Using open-ended surveys and interview follow-ups, I gathered both qualitative feedback and quantitative indicators of engagement.
Key outcomes included:
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Students demonstrated a 20–30% increase in concept recall when using AR visualizations compared to textbook diagrams.
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Educators noted a marked improvement in attention span and peer collaboration, especially in special-education and remote-learning settings.
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Feedback emphasized that AR’s greatest strength was its ability to transform passive observation into active exploration.
“When the models came alive, every student wanted to touch, move, and explain what they saw. That level of excitement doesn’t happen with worksheets.”
- Teacher participant, classroom testing
3D model of the globe projected on AR marker
during science fair beta demonstration
Recognition & Impact
The AR for STEM Education project gained recognition across academic, professional, and public platforms, underscoring its impact on how immersive technology can transform learning.
The project first received First Place at the Institute of Electrical and Electronics Engineers (IEEE) West Virginia Chapter STEM Awards, recognizing its innovative application of augmented reality in science education. This award validated both the technical rigor of the research and its potential to make complex topics more accessible for students and educators.
Building on that momentum, the work was later accepted for presentation at the 2020 American Society for Engineering Education (ASEE) Annual Conference, originally scheduled in Montréal but held virtually due to the pandemic. The presentation drew strong feedback for its interdisciplinary approach, blending user-centered research, software development, and visual communication to create measurable learning impact.
AR for STEM education featured on Neuron, West Virginia's Journal of Science and Research
Beyond the academic sphere, the project was featured in The Neuron, West Virginia Science & Research Magazine, highlighting how design and emerging technology can bridge the gap between curiosity and understanding in STEM education.
Awards & Achievements​
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First Place, Institute of Electrical and Electronics Engineering West Virginia Section STEM Awards
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Research Presentation, American Society for Engineering Education 2020 Annual Conference, Virtual/Montreal
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Undergraduate Fellowship, NASA West Virginia Space Grant Consortium
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Accepted Project, National Science Foundation I-Corps Short Course Program, STEM Marketing
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Third Place, West Virginia University Launch Lab “Is There an App for That?” and Campus-wide Pitch Competition
Read the published research paper for ASEE 2020 →
Press & Features​
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Greenbrier Valley Quarterly Magazine - March 2020
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West Virginia University Institute of Technology - June 2019
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West Virginia Science & Research - June 2019
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Mountain Messenger Newspaper - July 2019
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The Fayette Tribune Newspaper - July 2019
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The Neuron: West Virginia Science & Research Magazine - Summer 2019 Edition
Results & Future Steps
The AR for STEM Education project proved that immersive media can make complex science concepts more accessible and engaging. Through collaboration with teachers and students, the prototypes showed how augmented reality enhances curiosity, comprehension, and classroom interaction - especially in Biology and Chemistry lessons.
This research confirmed the value of AR as a practical, scalable tool for STEM learning.
What began as an undergraduate idea evolved into a validated educational platform recognized by NASA, IEEE, and ASEE.
Moving forward, the project serves as a foundation for exploring UX and interface design within immersive learning, focusing on usability, accessibility, and engagement. Its outcomes continue to shape my ongoing work in emerging technology and human-centered research, where design and innovation meet to transform how people learn and experience information.