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Change in Students' Explanation of the Shape of Snowflakes after Collaborative Immersive Virtual Reality

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Title: Change in Students' Explanation of the Shape of Snowflakes after Collaborative Immersive Virtual Reality
Language: English
Authors: Matovu, Henry (ORCID 0000-0003-0503-5416), Won, Mihye (ORCID 0000-0001-8771-7626), Treagust, David Franklin (ORCID 0000-0001-5340-0970), Ungu, Dewi Ayu Kencana (ORCID 0000-0002-1890-6017), Mocerino, Mauro (ORCID 0000-0001-9514-7846), Tsai, Chin-Chung (ORCID 0000-0001-7744-9971), Tasker, Roy (ORCID 0000-0001-9378-3865)
Source: Chemistry Education Research and Practice. Apr 2023 24(2):509-525.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Science Education, Chemistry, Computer Simulation, Undergraduate Students, Molecular Structure, Scientific Concepts, Concept Formation, Water, Educational Technology, Foreign Countries
Geographic Terms: Australia
DOI: 10.1039/d2rp00176d
ISSN: 1756-1108
Abstract: In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students' knowledge gains, they tended to use information recall tests to assess knowledge gains. Employing interviews and diagram-drawing tasks, this study explored how students' conceptual understanding of the nature of hydrogen bonds and the shape of snowflakes changed through a collaborative IVR experience on snowflakes. Participants were 68 undergraduate chemistry students. Videos of pre-/post-interviews and student-generated diagrams were analysed. The results indicated a marked improvement in students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. After IVR, 57 students provided scientifically acceptable explanations of the nature of hydrogen bonds. Improvements in students' understanding were related to the intermolecular nature of hydrogen bonds, the role of lone pairs of electrons in forming hydrogen bonds, and molecular interactions in 3D space. This study suggests that collaborative IVR could be a powerful way for students to visualise molecular interactions, examine their alternative conceptions, and build more coherent understanding. Implications for the design and implementation of IVR activities for science learning are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373877
Database: ERIC
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  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
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  Data: In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students' knowledge gains, they tended to use information recall tests to assess knowledge gains. Employing interviews and diagram-drawing tasks, this study explored how students' conceptual understanding of the nature of hydrogen bonds and the shape of snowflakes changed through a collaborative IVR experience on snowflakes. Participants were 68 undergraduate chemistry students. Videos of pre-/post-interviews and student-generated diagrams were analysed. The results indicated a marked improvement in students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. After IVR, 57 students provided scientifically acceptable explanations of the nature of hydrogen bonds. Improvements in students' understanding were related to the intermolecular nature of hydrogen bonds, the role of lone pairs of electrons in forming hydrogen bonds, and molecular interactions in 3D space. This study suggests that collaborative IVR could be a powerful way for students to visualise molecular interactions, examine their alternative conceptions, and build more coherent understanding. Implications for the design and implementation of IVR activities for science learning are discussed.
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