2021 journal article
Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories
JOURNAL OF CHEMICAL EDUCATION, 99(2), 1100–1105.
author keywords: Laboratory Instruction; Second-Year Undergraduate; Organic Chemistry; Computer-Based Learning; Multimedia-Based Learning; Distance Learning/Self Instruction; Internet/Web-Based Learning; Computing/Interfacing; Learning Theories
TL;DR:
Students who completed virtual reality laboratories reported more positive affective experiences than they anticipated, including little frustration or confusion in the laboratory, and their experiences with virtual reality after completing the course.
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UN Sustainable Development Goal Categories
3. Good Health and Well-being
(OpenAlex)
4. Quality Education
(Web of Science)
Source: Web Of Science
Added: June 13, 2022
Virtual reality (VR) lab experiences for organic chemistry were developed at NC State University as an accessibility tool for students who are unable to attend in-person laboratories due to disabilities, attendance challenges such as pregnancy or military deployment, or safety concerns. The resulting first-person VR experiences are immersive and realistic, with a virtual teaching assistant guiding the user along the steps required to complete the experiment, including feedback as needed. During the COVID pandemic, these laboratories replaced traditional face-to-face laboratories at NC State and several other universities. During the summer of 2020, we used the Meaningful Learning in the Laboratory Instrument (MLLI) to measure both the cognitive and affective dimensions of students' expectations of the virtual lab before the course and their experiences with virtual reality after completing the course. Students who completed virtual reality laboratories reported more positive affective experiences than they anticipated, including little frustration or confusion in the laboratory. © 2021 American Chemical Society and Division of Chemical Education, Inc.