This project focused on the immersive visualisation and interpretation of the photoelectric effect through an accessible augmented reality experience. Designed as a hands-on learning tool, the project enables learners to manipulate virtual circuit boards and materials, translating an abstract, mathematically dense concept into an intuitive, visual interaction.

Developed with accessibility as a core principle, the experience runs entirely offline on most smartphones and has a footprint smaller than a WhatsApp image. This approach demonstrates how 4IR technologies can be meaningfully deployed in low-resource and rural school contexts, expanding access to advanced scientific learning tools without dependence on infrastructure.

The photoelectric effect is a foundational concept in modern physics, essential to understanding technologies such as solar energy and digital imaging. Despite its importance, it is often taught in ways that feel abstract and inaccessible to many learners. Beyond formulas, the photoelectric effect represents a key shift in how we understand the interaction between light and matter. How it is taught shapes who can meaningfully engage with science.

This project emerged from the need to make this concept visual, interactive, and accessible, allowing learners to develop understanding through exploration rather than abstraction.

Location: Mobile-based, classroom and informal learning environments

Context: Science education / interactive learning initiative

Role: Concept development, educational design, AR experience creation

Technologies used: Augmented Reality (mobile), lightweight offline deployment

Glassbox3D approached the project through hands-on experimentation and research-led methodologies. Work began in the classroom and lab, engaging directly with materials, circuit models, and learner interactions. Rather than prioritising flashy visuals alone, the approach centred conceptual understanding, intuition, and experiential learning as entry points for digital representation.

Immersive technologies were selected based on their educational effectiveness, ensuring technology remained in service of learning rather than spectacle.

The primary challenge was accessibility and abstraction. Traditional teaching methods were limited in their ability to convey the spatial and interactive nature of the photoelectric effect. There was also a responsibility to ensure that any digital experience remained educationally accurate, intuitive, and usable on low-resource devices, while respecting the needs of diverse learners.

The project utilised a combination of immersive technologies, including:
- Augmented reality for interactive circuit simulations
- 3D modelling of materials and experimental setups
- Lightweight mobile deployment tools for offline use

These technologies enabled the accurate representation of the photoelectric effect’s processes while supporting educational and experiential learning goals.

The resulting augmented reality experience allows learners to engage with the photoelectric effect beyond abstract equations, offering hands-on interaction alongside conceptual understanding.

The project supports: Accessible science education in low-resource contexts Intuitive learning of complex physical phenomena Experimental exploration and conceptual experimentation Long-term offline availability on everyday devices

Projects of this nature carry responsibility. This work highlighted the importance of approaching educational technology with care, learner-centred design, and awareness of how abstract concepts are interpreted.

The project reinforced the value of hands-on, experience-led methodologies in ensuring scientific learning remains intuitive, engaging, and meaningful.

This project demonstrates how immersive technologies can support STEM learning when grounded in research, hands-on experimentation, and learner-centred design.

Glassbox3D continues to work with educators and institutions exploring responsible, accessible, and engaging approaches to digital science education.