Designing and Implementing VR<sup>2</sup>E<sup>2</sup>C, a Virtual Reality Remote Education for Experimental Chemistry System

Lu, Yu; Xu, Yao; Zhu, Xi

doi:10.1021/acs.jchemed.1c00439

Cited by 29 publications

(27 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, ICT advances for education helped in many ways to the application of authentic assessment in these social distance times. There are several studies about the use of new generation technology for learning like immersive simulation scenarios, virtual reality, 360 video and augmented reality applications that give some support to the learning progress of students in virtual scenarios for different disciplines (Badowski et al, 2021;Lu et al, 2021) These studies' common point of view is that students get near complex real-life situations they need to understand and solve. The effect of immersion they experience while using these applications is quite good for developing high order thinking and problem-solving performance.…”

Section: Performance and Authentic Assessment For Competency-based Le...mentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

View full text Add to dashboard Cite

A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.

show abstract

Section: Performance and Authentic Assessment For Competency-based Le...mentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

View full text Add to dashboard Cite

show abstract

“… 32 The recently developed Virtual Reality Remote Education for Experimental Chemistry (VR 2 E 2 C) system features both a digital interface and real-lab live-stream, which give students control over the experiment and the opportunity to virtually observe an in-person experiment. 85 Digitization of the lab environment and high interactivity that comes with it gives users a very close experience to in-person laboratories without the associated safety concerns. Overall, this translation allows for engagement with exploratory educational activities in chemistry that can enhance independent, discovery-based learning.…”

Section: Virtual Learning Paradigmmentioning

confidence: 99%

“…This approach has been most extensively explored as a forum for interactive molecule visualization, which has allowed students to interact with an otherwise inaccessible molecular world. − Within a laboratory setting, VR has been applied to both instrumentation-based (e.g., IR spectroscopy and pH meter) at NC State University and Iowa State University and synthetic experiments (e.g., synthesis of gold nanocrystals) at the Chinese University of Hong Kong. ,, The results from NC State University showed that there were no significant differences in learning outcomes between the group of students that experienced and performed the VR lab and the group that did the same experiment in a traditional lab . The recently developed Virtual Reality Remote Education for Experimental Chemistry (VR 2 E 2 C) system features both a digital interface and real-lab live-stream, which give students control over the experiment and the opportunity to virtually observe an in-person experiment . Digitization of the lab environment and high interactivity that comes with it gives users a very close experience to in-person laboratories without the associated safety concerns.…”

Section: Virtual Learning Paradigmmentioning

confidence: 99%

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

et al. 2022

View full text Add to dashboard Cite

Chemistry laboratory experiments are invaluable to students’ acquisition of necessary synthetic, analytical, and instrumental skills during their undergraduate studies. However, the COVID-19 pandemic rendered face-to-face (f2f), in-person teaching laboratory experiences impossible from late 2019–2020 and forced educators to rapidly develop new solutions to deliver chemistry laboratory education remotely. Unfortunately, achieving learning and teaching objectives to the same caliber of in-person experiments is very difficult through distance learning. To overcome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistry courses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created an opportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits within chemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2f laboratories and offer a cost-efficient, safe, and environmentally sustainable alternative to their in-person counterparts. Implementation of virtual and distance learning techniques—including kitchen chemistry and at-home laboratories, prerecorded videos, live-stream video conferencing, digital lab environment, virtual and augmented reality, and others—can provide a wide-ranging venue to teach chemistry laboratories effectively and encourage diversity and inclusivity in the field. Despite their relevance to real-world applications and potential to expand upon fundamental chemical principles, polymer lab experiments are underrepresented in the virtual platform. Polymer chemistry education can help prepare students for industrial and academic positions. The impacts of polymers in our daily life can also promote students’ interests in science and scientific research. Hence, the translation of polymer lab experiments into virtual settings improves the accessibility of polymer chemistry education. Herein, we assess polymer experiments in the emergence of virtual learning environments and provide suggestions for further incorporation of effective polymer teaching and learning techniques into virtual settings.

show abstract

“…Even though VR technology has only recently entered the field of chemistry education, many activities, , demonstrations, − experiences, ,− and games , have already been developed. In particular, some tools allow users to interact with and manipulate the 3D structures of molecules, − feel the formation of a chemical bond through the vibration in the fingertips of the haptic glove, or perform the experiments in the copycat chemistry laboratory. , Other more specialized VR experiences include placing students in the virtual crime scene for subsequent evidence collection and analysis, conducting virtual field trips overseas for environmental chemistry projects, constructing enzyme structures and performing real-time interactive molecular dynamics simulations on them, demonstrating the practical application of nuclear chemistry in medicine, and teaching about metal coordination chemistry and molecular orbitals .…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Laricheva

Ilikchyan

2023

J. Chem. Educ.

View full text Add to dashboard Cite

Studies have demonstrated that visual-spatial skills correlate with student performance and success in science, technology, engineering, and math (STEM). The ability to reason with spatial information is essential for conceptual subjects like chemistry, a deep understanding of which requires dealing with the invisible world of atoms and molecules and linking microscopic properties to macroscopic observables. The link between spatial ability and chemistry achievement is well-studied and documented. The extent to which various teaching tools can help students visualize abstract physicochemical concepts is an active area of research. Virtual reality (VR) can leverage the proximity effect and create immersive learning experiences for students struggling with spatial imagery. For this reason, many VR resources have been developed to teach chemistry, yet the number of studies exploring the potential of VR to enhance spatial ability and chemistry achievement has so far been limited. Here, we report on an exploratory study conducted at a large public institution to evaluate the effect of virtual reality on learning in chemistry students with low visual-spatial skills. Spatial ability was assessed using a visual-spatial pretest. Those students who failed the test were randomized into the VR intervention and control groups. While no statistically significant difference in class performance between these two groups was observed, our data showed some improvement in the median scores in the VR intervention group compared to the control. Future studies enrolling a higher number of participants would help to make more definitive conclusions about the effect of VR on students with low visual-spatial skills.

show abstract

Designing and Implementing VR²E²C, a Virtual Reality Remote Education for Experimental Chemistry System

Cited by 29 publications

References 24 publications

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Contact Info

Product

Resources

About

Designing and Implementing VR2E2C, a Virtual Reality Remote Education for Experimental Chemistry System

Cited by 29 publications

References 24 publications

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Contact Info

Product

Resources

About

Designing and Implementing VR²E²C, a Virtual Reality Remote Education for Experimental Chemistry System