Abstract
ABSTRACT The purpose of this study was to introduce a method of teaching chemistry through virtual reality headsets via online platforms and to further assess the participants’ cognitive abilities and psychological states throughout the learning process. The experiment included 50 respondents. The respondents were divided beforehand into a control group and an experimental group. The former group was taught remotely through the Zoom app, while the latter was taught online through VR technology. The experimental group experienced lower levels of depression and anxiety than the control group, with p-values of 0.008 and 0.004 (p < 0.01), respectively. Memory and visuospatial skills improved significantly in the experimental group, with p-values of 0.038 (p < 0.05) and 0.01 (p < 0.01), respectively. Cognitive ability criteria such as concentration and abstract thinking were also higher in the experimental group after VR training, with p-values of 0.014 (p < 0.05) and 0.006 (p < 0.01), respectively. However, there was no statistically significant difference in academic performance between the groups throughout the experiment, with a p-value of 0.553.
Published Version
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