Haptic Virtual Reality and Immersive Learning for Enhanced Organic Chemistry Instruction

Edwards, Bosede Iyiade; Bielawski, Krzysztof; Prada, Rui; Cheok, Adrian David

doi:10.20944/preprints201804.0065.v1

Cited by 10 publications

(6 citation statements)

References 32 publications

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“…A microcontroller is a compact, integrated circuit designed to control specific processes, receive signals from a wide variety of sensors and interact with activators (Enciso et al, 2018 ). Microcontroller technology has been used in many studies to create an interface of the physical environment with a virtual one (Edwards et al, 2019 ; Kuan et al, 2016 ; Suwondo & Sulisworo, 2017 ; Fatani et al, 2018 ; Papadopoulos & Jannakoudakis, 2016 ; Spikol et al, 2018 ). Measurements taken in physical systems using Arduino sensors can be transmitted through a USB cable or wirelessly (Mavridis & Tsiatsos, 2017 ), e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

2021

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A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre-to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

2021

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“…However, the details of the results have not yet been reported. The effectiveness of haptic device in chemical education has not been changed, and the interests of the applications have been increased [31][32]. Although the experiment was held fourteen years ago, we believe that the data we observed is still worth disclosing.…”

Section: Introductionmentioning

confidence: 73%

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

Satoh

Narita

Aoki

et al. 2021

Preprint

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Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

show abstract

“…However, the details of the results have not yet been reported. The effectiveness of haptic device in chemical education has not been changed, and the interests of the applications have been increased [33,34]. Although the experiment was held fourteen years ago, we believe that the data we observed is still worth disclosing.…”

Section: Introductionmentioning

confidence: 73%

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

Satoh

Narita

Aoki

et al. 2021

Preprint

View full text Add to dashboard Cite

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. The functions and graphic display were designed as simple as possible for educational use, so that learner can easily grasp the meaning of the concept of molecular forces. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

show abstract

Haptic Virtual Reality and Immersive Learning for Enhanced Organic Chemistry Instruction

Cited by 10 publications

References 32 publications

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

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