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- All Subjects: Organic Chemistry
- All Subjects: Educational technology
- Member of: Theses and Dissertations
- Status: Published
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
Augmented Reality (AR) especially when used with mobile devices enables the creation of applications that can help students in chemistry learn anything from basic to more advanced concepts. In Chemistry specifically, the 3D representation of molecules and chemical structures is of vital importance to students and yet when printed in 2D as on textbooks and lecture notes it can be quite hard to understand those vital 3D concepts. ARsome Chemistry is an app that aims to utilize AR to display complex and simple molecules in 3D to actively teach students these concepts through quizzes and other features. The ARsome chemistry app uses image target recognition to allow students to hand-draw or print line angle structures or chemical formulas of molecules and then scan those targets to get 3D representation of molecules. Students can use their fingers and the touch screen to zoom, rotate, and highlight different portions of the molecule to gain a better understanding of the molecule's 3D structure. The ARsome chemistry app also features the ability to utilize image recognition to allow students to quiz themselves on drawing line-angle structures and show it to the camera for the app to check their work. The ARsome chemistry app is an accessible and cost-effective study aid platform for students for on demand, interactive, 3D representations of complex molecules.