Experiential Learning of Chemistry Concepts Using Virtual Reality Technology

Abstract

Chemistry is a wide subject with many theoretical concepts. These theoretical concepts may be hard to grasp without experimental work. In a school class there are often students who are visual, auditory and kinesthetic learners who need appropriate tools for triggering engagement and active learning. This research discusses how adding student activities and experiments using a Virtual Reality (VR) based solution, can contribute to an enhanced learning experience for students during chemistry class. In order to produce a usable interactive VR based solution, this work followed the Human Centered Design process, which is an iterative design process when creating multiple prototypes and user tests. Students interact within a VR environment in where they perform chemical experiments and reflect on the learning activities. Participants for the user tests were comprised of junior high-school students (13 – 16 years of age) and teachers. The feedback and results from the user tests were considered for a final version of the VR highfidelity prototype that is based on HTC Vive. The next tests investigated if junior high-school students were active and engaged when performing, observing and reflecting over chemical experiments in a virtual environment. The user tests were conducted in a controlled environment at the University of Agder. After the students had tested the VR prototype, they discussed with a science teacher about their experiences and observations in the VR system. The results showed that a VR experience in a chemistry class could be a valuable asset in combination with lectures and assignments. A VR experience can support experiential learning and increase the students’ engagement and motivation by using VARK’s Learning Styles, Problem-Based and Student Centered Learning approach. Consequently, the students created concrete experience by manipulating objects and performing chemical experiments in a virtual reality environment. They also reflected over the observations and explained the experienced chemical reactions. Furthermore, the students expressed that they were highly motivated to learn more about chemistry with the use of VR. Results from the tests found a high degree of the wow-factor. Thus, the students were amazed over the VR experience and the possibilities. Consequently, the students were distracted and sometimes did not hear or read important information about the various substances. Future work is suggested when VR technology is more common. Hence, the wow-factor could be decreased. There are indications that using VR in learning chemistry could be the start of a paradigm shift. Keywords Virtual reality; human-centered design; chemical experiments; experiential learning