Virtual Chemistry Laboratory Research Articles

A virtual 3D Chemistry Escape Room for Exam Preparations

Chemistry can be incredibly captivating. However, learning the theory can often be challenging and less appealing for students. Providing them with hands-on methods in their learning process is beneficial and also helps to lower the barrier for understanding theory. In a gamified approach, the "ChemScape" virtual 3D chemistry escape room, designed as a realistic laboratory with various equipment and hidden chemical tasks, can help solidify chemical knowledge and prepare students for chemistry exams. In 2023, as part of an e-learning project, the foundation of such a chemistry escape room was established, and several chemical questions were incorporated as escape room tasks. The objective is to discover hidden questions within the laboratory, utilize different instruments (such as scales), conduct virtual chemistry experiments, and solve various chemistry questions using theoretical knowledge (such as nomenclature and understanding of pH) in a game-based setting (utilizing multiple-choice, drag and drop, connecting cables, solving color codes, etc.). Typically, a code (comprising numbers, letters, signs, etc.) needs to be obtained for progression. To solve the chemistry tasks, approximately 10 different door-openers have been developed. Initial user tests have been conducted, and adjustments were made based on the feedback received, which was satisfactory and positive. In 2024, the "ChemScape" escape room will evolve from a game with a fixed set of tasks to a dynamic escape room game with a dynamic database that allows for the creation of new questions at the same stations, significantly expanding learning opportunities. A virtual chemistry laboratory rat provides hints if a participant gets stuck and requires assistance. Furthermore, "ChemScape" will be trialed in chemistry lectures and potentially utilized as an additional attraction at events held at the University of Applied Sciences.

The effect of interactive tutorial information and purpose built virtual chemistry laboratory on students’ performance

The effect of interactive tutorial information and purpose built virtual chemistry laboratory on students’ performance

Virtual Chemistry Exam Preparations Designed as Escape Rooms

Chemistry is a very interesting but sometimes for students too theoretical and therefore strenuous topic with a lot of theoretic basic knowledge to be memorized. This can lead to lacking fascination during lectures. In laboratory work chemistry often seems more tangible. In order to enhance the student´s interest for chemistry already for the theoretical basis, new ways for teaching but also exam preparations are being designed. In our work we want to focus on an innovative way for exam preparations combining the theoretical knowledge from the lecture and the practical experience from chemistry laboratory work in a game-based elearning setup. The idea is that in a game-based way students are more motivated to activate their knowledge by solving different tasks. They can combine information and try out various possibilities to find the solution or use additional help (e.g. links to theoretical input). On top, they get direct feedback if their answers are correct. The exam questions are found in a virtual chemistry laboratory. Not only theory questions have to be answered (e.g. by using multiple choice, drag and drop, …), for other tasks virtual chemical experiments (without any danger!) will lead to an answer. Usually a code (numbers, letters, signs, …) has to be obtained which is necessary for continuation. By solving different questions and chemistry tasks, the participants will be able to complete the exam preparation test and to exit the designed Chemistry Escape room with the planned name “ChemScape”. Right now, a virtual chemistry laboratory is designed and already some chemistry questions from lecture exams are inserted and implemented in the escape room game. First tests with students will follow until summer. As already another chemistry Escape room station with real materials (solutions, instruments, …) has been tried in different settings – always receiving good marks and enthusiasm for fun, entertaining and good imparting of knowledge, also a virtual Chemistry Escape room game is expected to be well accepted. Gamification is often a very good way for motivation – it can even convert boring seeming topics into real fun and interest and the will to learn more!

The effect of task specific aids on students' performance and minimization of cognitive load in a virtual reality chemistry laboratory

AbstractDifferent cognitive aids (such as arrows, audio, etc.) are used in virtual laboratories for the enhancement of students' performance during their experimental tasks. However, excessive use of aids in virtual laboratories can lead to increased cognitive load, which affects task performance. In this article, we first conducted a subjective study with field experts to investigate about the practical implementation of our existing virtual chemistry laboratory. To consider the suggestions of the field experts, we propose task specific aids based virtual reality chemistry laboratory (TSA‐VRCL) to minimize students' cognitive load and enhance their performance. The task specific aids consist of an arrow, animation, and audio aids that are separately rendered with each step of the experimental tasks. During evaluations, eighty students performed the experiments in four different groups using four different experimental conditions. Evaluations revealed that the proposed TSA‐VRCL minimizes students' cognitive load and enhances their performance.

Student experiences from virtual reality-based chemistry laboratory exercises

This paper describes a practical case study on the benefits and feasibility of a virtual laboratory as a part of chemistry laboratory exercises. Three different objectives that must fit together to create an efficient Virtual Reality (VR) learning experience were found: relevant information content, learning design, and technical feasibility. To achieve these multidisciplinary goals, a simple framework for designing VR learning materials was created. A 360-VR version of a chemistry laboratory exercise was designed and created following this framework. Data on its effectiveness was collected on a laboratory course with over 150 first-year chemical engineering students. The students completed the same laboratory exercise both as a virtual laboratory and in a real student laboratory. In the student feedback, students clearly stated that virtual laboratories cannot replace the experience in a real laboratory, and that the virtual laboratory exercises did not directly increase student motivation. Nevertheless, students showed a very positive attitude towards virtual learning materials and suggested including even more activating materials such as quizzes and interactive videos in the learning materials. Only a few students reported any downsides related to the virtual laboratory exercise. Overall, it was shown that our design principles work in practice as the students reported several real benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. These benefits included learning the correct way that the laboratory exercise proceeds and how to perform certain tasks correctly.

Enhancing student research activities through virtual chemical laboratories: a case study on the topic of Solutions

This paper explores the significance of student research activities in fostering the key competencies essential for the future specialists in the field of chemistry. Specifically, it emphasizes the importance of primary school students' ability to solve experimental problems in chemistry and highlights the role of virtual chemical laboratories in facilitating the development of these skills. The concept of ``experimental chemical problem"'' is thoroughly analyzed, providing a comprehensive understanding of its essence. Moreover, the paper delves into the concept of ``virtual chemical laboratories'', discussing their primary types, advantages, and disadvantages, which define the methodical boundaries for their implementation in chemistry education, particularly in supporting educational chemical experiments.Furthermore, the study scrutinizes the major benefits and limitations of virtual chemical laboratories regarding the modeling of chemical processes necessary for creating virtual experimental problems in chemistry. The distinctive features of VLab, a virtual chemical laboratory, are elucidated, shedding light on its operational essence and the process of designing virtual laboratory work within it. Notably, two types of virtual chemical laboratories, namely distance laboratories and imitation laboratories, are identified as integral components for supporting students' research activities. The synergistic combination of these laboratory types, particularly in the study of the topic ``Solutions'', offers an opportunity to harness the advantages of each type and elevate the level of support for students' research activities during the learning process.To exemplify the practical implementation of this approach, the paper presents developed virtual chemical works, providing insights into their essence and purpose. Drawing from the successful integration of virtual chemical laboratories in diverse educational institutions, the paper justifies the assumption regarding the effectiveness of utilizing the developed virtual experimental chemical problems to foster students' research activities within the context of studying the topic ``Solutions''. This research contributes to the field of educational technology by providing evidence-based insights into the potential of virtual chemical laboratories for enhancing student engagement and competency development in chemistry education.

The effect of adaptive aids on different levels of students’ performance in a virtual reality chemistry laboratory

The effect of adaptive aids on different levels of students’ performance in a virtual reality chemistry laboratory

A Subjective Study on the Effects of Dynamic Virtual Chemistry Laboratory in a Secondary School Education

Virtual chemistry laboratories (VCLs) are the alternative solutions of the physical laboratories, where students can virtually conduct their experiments with a lower cost, and in an efficient and safer way. Considering the importance of technology-enhanced learning and that of the experimental study, several VCLs have been proposed. However, the existing VCLs are static and only provide the simulation of pre-defined experiments, procedures, or safety procedures and cannot be adapted according to the students’ level or new experimental tasks. In this paper, we proposed a dynamic virtual chemistry lab (DVCL) where instructors or experts are allowed to add a new chemical experiment by adding its apparatus, chemicals, glassware, and mechanism or add something new to its properties. We conducted a subjective study with field experts to investigate the effect of proposed DVCL in secondary school chemistry education. During evaluation, twenty-seven field experts were participated and evaluated the proposed DVCL with system usability scale (SUS)-questionnaire and by a simple questionnaire. The results showed that the proposed DVCL is very helpful for students’ performance and mental modeling and also for effortlessly uplifting their knowledge for hands-on experiments.

Lipophilicity Study of Fumaric and Maleic Acids

The experimental lipophilicity of fumaric acid (FA) and maleic acid (MA) using the traditional shake-flask method in an n-octanol–water system using reversed-phase thin-layer chromatography (RP-TLC) was determined. Experimental partition coefficients (logPexp) were equal to −0.65 and 0.63 for MA and FA, respectively. The chromatographic lipophilicity (RMW) of the FA and MA was evaluated using reversed-phase thin-layer chromatography on RP8F254s, RP18WF254, and CNF254s plates with a mixture of an organic solvent (methanol or dioxane) and water as the mobile phase. All applied chromatographic conditions were appropriate to determine the lipophilicity of the tested MA and FA. Topological indices derived from distance matrices allowed for the development of a new method for the evaluation of the lipophilicity of MA and FA. All methods applied in this work indicate that MA is less lipophilic than FA. The methods used in this work to determine lipophilicity are of particular importance in the aspect of studying cis- and trans-configuration compounds, because generally available computer programs based on various algorithms (Virtual Computational Chemistry Laboratory and Molinspiration Cheminformatics) indicate that fumaric acid and maleic acid have identical logP values.

Development of a Virtual Chemistry Laboratory Based on Green Chemistry to Increase Technological Literacy Focusing on Factors Affecting Reaction Rates

<p>This study aimed to develop and evaluate the effectiveness of a Green Chemistry-based virtual laboratory learning module in enhancing high school students' technology literacy. The research design utilized the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation. The study's participants were 12 students for a limited scale test and 36 students for a field test, selected through purposive and cluster random sampling, respectively. The data were collected through questionnaires and analyzed using statistical techniques, including Sudijono's media feasibility interpretation scale and the System Usability Scale (SUS) questionnaire. An Independent-Sample T-Test was used to assess the effectiveness of the media in empowering student technology literacy. The results showed that the developed virtual laboratory learning module effectively enhanced students' technology literacy, with a significant difference between the experimental and control groups. This study's findings indicate that virtual laboratories based on green chemistry provide a more engaging and enjoyable learning experience, allowing students to be more involved in the learning process and better understand chemistry concepts. The utilization of virtual laboratories can also enhance students' ability to use technology, which is essential in today's digital world. Developing and implementing this Green Chemistry-based virtual laboratory learning module can improve chemistry education and students' digital literacy.</p>

An augmented reality-based virtual chemistry laboratory to support educational and research activities of 11th grade students

The organization of high school students' research and learning activities in chemistry requires a significant amount of experimental work. The performance of experimental work in chemistry at school faces a number of problems, both purely material and organizational, to which the need for distance learning has recently been added. This article describes the state of use of augmented reality technologies in modern chemistry education and the possibilities of using augmented reality technologies to support students' learning and research activities in chemistry. To solve the research tasks, cloud-based augmented reality development tools (A-Frame and AR.js) were used. The developed tool is a virtual chemistry laboratory using augmented reality technologies: individual markers correspond to reagents, and a pairwise combination of markers triggers a video recording of chemical interaction between the corresponding pair of reagents. The article describes the development of augmented reality software to support eleventh graders' learning and research activities in chemistry in the form of an augmented reality-based virtual chemistry laboratory and its implementation in the teaching process.

CLOUD TECHNOLOGIES AND FEATURES OF THEIR USE IN THE EDUCATIONAL PROCESS OF TRAINING MASTERS OF PHARMACY

Cloud technologies are an important area of development of modern information technologies. They provide Internet users with access to the computer resources of the server and the use of its software online.
 The article describes the experience of using cloud technologies in mixed and distance learning at the Ivano-Frankivsk National Medical University when studying chemical disciplines by students of the Faculty of Pharmacy.
 The role of cloud technologies in the modern period of education is highlighted. It is shown that the use of cloud technologies in the educational process contributes to the improvement of students perception of educational material from disciplines, encourages them to do individual work, makes it possible to better orient themselves when performing the practical part of classes, contributes to the professional and creative growth of students, improves interpersonal communication between the teacher and the student, and for teachers it simplifies the process of teaching and encouraging students to study.
 When teaching chemical disciplines at the Faculty of Pharmacy, teachers successfully use the Microsoft Teams learning platform for both distance and blended learning, pre-posting all the necessary learning materials, including presentations and videos. As you know, what is perceived simultaneously by several senses is best learned. Today, information and computer technologies are one of the most effective means of learning, with the help of which the ancient, but still correct principle of the teaching method is implemented - it is better to see once than to hear a hundred times.
 The construction of virtual chemical laboratories allows the teacher to more easily explain the essence of complex phenomena and processes with the help of visual models and interactive animation, to demonstrate «virtual experiments» and experiments without the necessary laboratory equipment. A set of virtual chemical laboratory options allows you to study the quantitative and qualitative characteristics of environmental processes and phenomena, models of complex technical devices and equipment used in scientific research and technological processes.
 Also, thanks to cloud-based learning technologies, students will be able to learn new materials in real time, communicate with teachers and complete the tasks given to them by teachers at any time convenient for them using their own gadgets. The main feature is the mediated nature of «teacher-student» communication, because it is this form of education that makes it possible to activate students' independent work at the maximum level. Computer technologies and Internet resources ensure the efficiency and interactivity of the educational process, increase the student's activity in educational activities, and ensure the intensification of the educational process. The use of the latest technologies (forums, webinars, blogs, creation of Internet projects) in asynchronous and online modes in the process of studying chemical disciplines contributes to the formation of a communicative connection between the participants of the educational process.
 The use of cloud technologies in the teaching of chemical disciplines makes it possible to intensify the educational process, accelerate the transfer of knowledge and experience, and also improve the quality of training and education. Without cloud technologies, it is impossible to imagine the educational process in conditions of mixed or distance learning.

Cloud technologies of augmented reality as a means of supporting educational and research activities in chemistry for 11th grade students

Chemistry educational and research activities must be planned in a way that makes extensive use of experimentation. The implementation of chemistry experiments in the classroom is fraught with organizational and logistical challenges, and more recently, the necessity for online learning has been added. The article explains the current state of augmented reality (AR) technology use in contemporary chemical education and the potential for using augmented reality technology to enhance students' chemistry research projects. To complete the research tasks, augmented reality cloud technologies (A-Frame and AR.js) were used. The developed tool is a virtual chemical laboratory that incorporates augmented reality technologies (AR-based virtual chemical laboratory): individual markers correspond to reagents, and a pair of marker combinations activates the playback of a video showing the chemical interaction between the associated pair of reagents. The article describes the development of augmented reality software to support the research activities of 11th grade chemistry students in the form of an AR-based virtual chemical laboratory, as well as its implementation in the teaching and learning process.

Promoting Students' Learning Independence and Achievement Through the Use of Virtual Chemistry Laboratory in Blended Online Learning

Abstract : Since the laboratory work activity is an essential part of chemistry learning, recent studies on the effectiveness of Virtual Chemistry Laboratory (VICH-Lab) are proposed. This research aims to promote students' learning independence and achievement by implementing VICH-Lab in blended online learning of chemical equilibrium topics in a chemistry lesson. Quasi-experimental research with a post-test-only design was implemented in this research. The samples of this research cover two classes drawn from a public secondary school in Kulon Progo Regency, Indonesia. Both classes were established by the cluster random sampling technique. The students' learning independence data were collected through the Learning Independence Questionnaire (LIQ) and Observation Sheet of Learning Independence (OSLI). In contrast, the data on students' achievements were obtained through Chemical Equilibrium Test (CET). The two data types were analysed following the one-way Analysis of Variance (one-way ANOVA) technique. The analysis results indicate any significant effects of VICH-Lab in blended online learning on students' learning independence and achievement. Thus, the VICH-Lab in blended online learning can be used as an alternative way to promote students' learning independence and achievement, especially in this pandemic covid-19 situation. Keywords : blended online learning; chemical equilibrium; students' learning independence; students' achievement; virtual laboratory

Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course

The unforeseen shift to virtual learning during the COVID-19 pandemic required instructors and students to face unprecedented learning challenges. Under these circumstances, Chinese international students who intended to come to the U.S. to begin their studies were required to remotely access their courses while still residing in China, which included a general chemistry laboratory course. Research suggests that English language learners (ELL) face a substantial language barrier in science-based courses as they must simultaneously be proficient in English as well as in the discipline-specific academic language; however, little is understood about how ELLs navigate these challenges in the context of a virtual chemistry laboratory course. This study examined the perceptions of Chinese international students about their learning as well as the tools/strategies they used to navigate the language barrier in the virtual laboratory course. Results suggest that although the participants perceived the virtual laboratory space as a safe and low-pressured environment to run experiments, they experienced difficulties in comprehending procedures adequately which potentially hindered them from developing a deeper understanding of the experiments. The types of strategies and tools that students used to navigate between their first language, the English language, and the academic language associated with chemistry mainly supported surface level learning. These findings underscore the need to identify and develop more sophisticated instructional strategies that help students navigate interlanguage spaces and reach higher levels of learning.

Virtual Chemistry Laboratory: a didactic alternative to the teaching of Organic Chemistry

Information and communication technologies (ICTs) are ubiquitous in our everyday lives as well as in educational contexts, much more so after the onset of the Covid-19 pandemic. The use of ICTs in education, e.g., virtual laboratories, is of great importance to support the teaching of chemistry. Given the difficulties secondary school students encounter in understanding organic chemistry topics, this research aimed at investigating whether the use of a software program could improve teaching and promote student learning of content related to organic compounds. To this end, the data were collected by means of a pre- and a post-intervention questionnaire. The study was conducted at a public secondary school in Itacoatiara, AM, Brazil, with 3rd-year (final year) students. The software programs IrYdium Chemistry Lab, LAPEQ-USP (Laboratory of Research in Chemistry Teaching and Educational Technologies, University of São Paulo), and Simulations for Chemistry were employed to introduce the participating students to a chemistry lab and to simulate lab practices involving chromatography experiments. The analysis of the collected data suggests that the use of virtual labs promoted the participants’ motivation to learn organic chemistry as well as ability to integrate concepts taught in the classroom to aspects of their everyday lives. The participating students also reported that they would like to use other virtual lab programs to study chemistry, thus constituting new ways of learning beyond the classroom.

VC.LAB (Virtual Chemistry Laboratory): DESIGN AND BUILD AN ANDROID-BASED ACID-BASE TITRATION GAME APPLICATION AS A CHEMISTRY INTERACTIVE LEARNING MEDIUM IN HIGH SCHOOL

Acid-base titration material is difficult for most students because it is abstract. According to Sheppard [17], students describe the neutralization process as the physical mixing of acids and bases that do not produce products and do not have a reaction equation. From these problems, researchers designed the VC.LAB (Virtual Chemistry Laboratory) application: Design and Build an Android-Based Acid-Base Titration Game Application as a Chemistry Interactive Learning Medium in High School. This application can make it easier for students to understand the acid-base titration material. In addition, the existence of various cool features available can attract students to learn it. The method used in this study is the prototype method. This method is carried out in stages, namely by developing a simple prototype first and then being developed from time to time until the software is finished being developed [16]. The results of the design of making this game are carried out by creating a model that explains the material and practical simulation activities in the form of a special smartphone application to make it easier for users to carry out individual learning virtually.

Pedagogically-Improved Blended Learning of a Chemistry Course Through a Computerized Virtual Laboratory

In the last decades, ICT has been promoting the creation and adoption of new learning and teaching styles. Virtual (computerized) laboratories play vital roles in learning and teaching by overcoming some limitations of conventional hands-on experiments. The number of chemistry (physical) laboratories in the Science Laboratory Technology (SLT) Department in Accra Technical University (ATU), Ghana is inadequate for the current population of students. Consequently, laboratory practice by students is very low. In this paper, we propose a virtual chemistry laboratory with simulated experiments for SLT students in ATU to support their education. To corroborate the research problem, we utilized a quantitative (questionnaire) research method, which involved a sample size of 271 SLT students (n = 271). Evaluation results of the study showed that the majority of students in the SLT Department are willing to use the virtual chemistry lab, and most of the students consider the virtual labs as an educative platform that would help them attain practical knowledge in their chemistry studies.

Designing Virtual Laboratory Exercises Using Microsoft Forms

Chemistry educators around the world have had to introduce innovative approaches for engaging students through virtual chemistry laboratory exercises, both out of necessity and to complement traditional in-person learning. As new methods are explored, instructors strive to offer experiences that are engaging and accessible and that foster skills transferable to in-person laboratories. Here, we introduce a method for designing virtual laboratory exercises using existing survey platforms, namely Microsoft Forms and Google Forms. These platforms offer the ability to integrate media content (e.g., videos and images) and questions which allow instructors to scaffold experiments with targeted inquiries as well as to encourage students to make decisions by the incorporation of branching points where the outcome(s) of the experiment can vary based on the selections chosen by students. Additionally, they are accessible to both teachers and students and offer instructors the flexibility to customize their virtual experiences to support their course learning outcomes. These exercises can also be easily shared and modified between instructors and potentially complement future in-person laboratories.

Virtual Chemistry Laboratory in Blended Online Learning Mode: The Influence on Students’ Motivation and Achievement

This study aimed to seek the influence of ViChem-Lab in blended online learning mode towards students’ motivation and achievement in chemistry. A quasi-experiment with prie and post-test non-equivalent control group design was implemented. The findings illustrate that the use of ViChem-Lab in blended online learning gives the strongest influence on self-efficacy, curiosity, attention, and satisfaction, respectively, as part of students’ motivation. It implied the rise of students’ achievement.