Usability of concrete and virtual models in chemistry instruction

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

“…For the sake of clarity and in an attempt to limit confounding factors, studies involving haptic devices or cues were also not considered (e.g. Stull, Barrett, & Hegarty, 2013). In other words, only studies that directly compared outcomes of both TL and NTL relative to one another were considered.…”

“…Virtual laboratory technology is becoming more manipulative, interactive, and "real" by the day, and the future of the technology is very promising. For example, the production and use of 3D human anatomy dissection images in an online Anatomy and Physiology lab course have already been described that utilize 3D glasses (Kolitsky, 2012), and haptic devices are offering more dimensions to the virtual laboratory experience (Stull et al, 2013).…”

Harnessing Spatial Thinking to Support Stem Learning

“…Additionally, when geology students must learn the concepts of strike and dip, distinguishing the angle at which a geologic feature intersects with the horizontal plane in terms of compass directions from the steepest angle of descent into the horizontal plane, they are probably very reliant on their sense of horizontality and verticality (Liben, Kastens and Christensen, 2011). By contrast, the spatial skills needed in organic chemistry to decide if two molecules are stereoisomers, that is, molecules that differ only in the spatial orientation of their component atoms, seem quite different, probably including mental rotation (Stull, Barrett and Hegarty, 2013). Existing work on the relations between spatial skills and STEM learning has not differentiated sufficiently among the various skills needed for the various subject areas.…”

Effects of interface and spatial ability on manipulation of virtual models in a STEM domain

“…Current hardware and software technologies allow learners and researchers to interactively manipulate, navigate, and create digital renderings of high fidelity scientific visualizations. Three-dimensional (3D) virtual models have been shown to be effective in conveying a number of difficult spatial concepts such as the structure of organic molecules (Stull, Barrett, & Hegarty, 2013), geological formations (Piburn, et al, 2005), medical anatomy (Nicholson, Chalk, Funnell, & Daniel, 2006), and architecture and planning (Horne & Thompson, 2008). However, empirically driven guidelines for the design of educational virtual environments are lacking.…”