Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories

• Nicholas D. Williams ^[1] ; Maria T. Gallardo-Williams ^[2] ; Emily H. Griffith ^[2] ; Stacey Lowery Bretz ^[3]
  1. [1] Elon University

     Elon University

     Estados Unidos

     
  2. [2] North Carolina State University

     North Carolina State University

     Township of Raleigh, Estados Unidos

     
  3. [3] Miami University

     Miami University

     Township of Oxford, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 2, 2022, págs. 1100-1105
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.