Abstract
Abstract The purpose of this study was to compare the effectiveness of three methods used to assist in teaching molecular geometry to college chemistry students. A pre- and post-test quasi-experiment was used to collect data about students’ performance in a given chemistry exercise. One research question was intended to evaluate and compare the effectiveness of the three methods in assisting students to understand the topic and carry out the exercise correctly, and a second research question addressed students’ attitudes towards the use of Virtual Reality (VR) in chemistry education. Results show a positive attitude towards the use of VR as an assisting tool to aid in understanding chemistry concepts. While the difference among the three methods was not significant, the results show that the VR brought more enthusiasm and positive attitudes toward the topic of molecular geometry among the students. Educational implications and recommendations for future research are presented as well.
Highlights
Since Chemistry is a conceptual subject, instructors typically use models to explain many of the concepts and describe and relate the submicroscopic world to the macroscopic properties of matter (Taber, 2002)
The purpose of the current study was to examine the impact of three different interventions: use of models, simulations, and Virtual Reality (VR) technology on general chemistry students’ comprehension of different visual representations in chemistry
We present participant demographics, the scores of the three groups on the Purdue Visualization Test (PRVT), pre- and post-test scores, and the results of the analysis of covariance (ANCOVA) statistical analysis, which compared the performance of the three groups using the PRVT as a covariance
Summary
Since Chemistry is a conceptual subject, instructors typically use models to explain many of the concepts and describe and relate the submicroscopic world to the macroscopic properties of matter (Taber, 2002). Spatial ability is the capacity to understand, reason, and remember the spatial relations among objects or space Students use their spatial abilities to translate chemical formulas into molecular structures and to create visual multi-dimensional images of these structures mentally in their minds. According to the constructivist theory of learning, students will try to incorporate the mental representations of objects and concepts, along with the details provided by their instructor, adapting their prior knowledge to build their own understanding (Piaget, 2001). Students generate their own mental images when they hear the material presented in class or reading a text. Instructors use models to describe submicroscopic elements of matter and interactions that learners cannot see with their naked eye (Taber, 2002), and the use of visualization and development of visualization techniques is “the key to understanding chemistry concepts” (Jones & Kelly, 2015)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
