Assessing Student Socio-Cognitive Outcomes from Virtual Experiment Simulators in Polymer Science Education
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| Title: | Assessing Student Socio-Cognitive Outcomes from Virtual Experiment Simulators in Polymer Science Education |
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| Language: | English |
| Authors: | Yu Wang (ORCID |
| Source: | Journal of Chemical Education. 2026 103(2):920-929. |
| 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: | 10 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2142043 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Science Experiments, Plastics, Undergraduate Students, College Science, Science Instruction, Self Efficacy, Sense of Belonging, Self Management, Vocational Interests, Instructional Effectiveness |
| DOI: | 10.1021/acs.jchemed.5c01385 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | This study tested students' socio-cognitive outcomes in using the Open Virtual Experiment Simulator Education Tool (OVESET), a series of virtual experiment simulators designed for undergraduate polymer science education. The educational tool, covering core polymer science concepts (e.g., molecular weight distribution and polymerization kinetics), was implemented across two consecutive years in an upper-level undergraduate macromolecules course. Guided by Self-Determination Theory (SDT), this pretest--post-test study measured changes in students' self-regulation, self-efficacy, sense of belonging, and intention to pursue a career in polymer science after using the virtual modules. In the first year, two modules were used across 3 weeks with 16 participating students; in the second year, seven modules were used over 12 weeks with 20 students. Results showed that OVESET modules significantly enhanced students' self-efficacy in polymer science, with medium effect sizes, while changes in self-regulation, belonging, and intention to pursue a career in polymer science were not significant. This study highlights the implementation and evaluation of virtual laboratory tools in polymer science education and underscores the importance of considering student perceptions and engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499573 |
| Database: | ERIC |
| Abstract: | This study tested students' socio-cognitive outcomes in using the Open Virtual Experiment Simulator Education Tool (OVESET), a series of virtual experiment simulators designed for undergraduate polymer science education. The educational tool, covering core polymer science concepts (e.g., molecular weight distribution and polymerization kinetics), was implemented across two consecutive years in an upper-level undergraduate macromolecules course. Guided by Self-Determination Theory (SDT), this pretest--post-test study measured changes in students' self-regulation, self-efficacy, sense of belonging, and intention to pursue a career in polymer science after using the virtual modules. In the first year, two modules were used across 3 weeks with 16 participating students; in the second year, seven modules were used over 12 weeks with 20 students. Results showed that OVESET modules significantly enhanced students' self-efficacy in polymer science, with medium effect sizes, while changes in self-regulation, belonging, and intention to pursue a career in polymer science were not significant. This study highlights the implementation and evaluation of virtual laboratory tools in polymer science education and underscores the importance of considering student perceptions and engagement. |
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| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.5c01385 |
