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Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories

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Title: Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories
Language: English
Authors: Williams, Nicholas D., Gallardo-Williams, Maria T. (ORCID 0000-0002-0056-264X), Griffith, Emily H., Bretz, Stacey Lowery (ORCID 0000-0001-5503-8987)
Source: Journal of Chemical Education. Feb 2022 99(2):1100-1105.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Simulation, Science Laboratories, Organic Chemistry, College Science, Electronic Learning, COVID-19, Pandemics, School Closing, Online Courses, Distance Education, Student Attitudes, Student Experience
Geographic Terms: North Carolina
DOI: 10.1021/acs.jchemed.1c00476
ISSN: 0021-9584
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1327748
Database: ERIC
FullText Text:
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1021/acs.jchemed.1c00476
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  Data: 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.
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      – TitleFull: Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories
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