Virtual Chemistry Laboratory Research Articles

Virtual laboratory—Using a hand movement recognition system to improve the quality of chemical education

AbstractThe rapid development of information and communication technologies has enabled the development of interfaces, which allow the recognition of the gestures and movements of the user. These interfaces, due to their affordable prices, are available to a wide range of users. They are called natural user interfaces (NUI). NUI are commonly used in game consoles and electronic devices, such as smartphones and tablets. We used the Kinect sensor from Microsoft in our studies to identify the movements and gestures of the user. This interface was used by us in teaching Chemistry in a Middle School and High School by developing a virtual chemical laboratory, which is based on a system of hand movements. We have analyzed the gestures and movements of the virtual chemical laboratory user to determine how they raise the effectiveness in chemical education. The results show how much better students work with a virtual laboratory, when studied by us in chemical areas, that concerned remembering information, understanding information, applying their experience in situations familiar to them from school and in solving chemical problems.

CHEMOTION: A gesture based chemistry virtual laboratory with leap motion

AbstractChemistry laboratories are expensive to setup and operate as well as it entails safety issues. However, as technologies develop and new technologies are being produced every day, an advance solution for physical Chemistry laboratories limitation is the use of virtual laboratories. In this paper, we present the design and implementation of a virtual chemistry laboratory system that utilizes gesture computing technology to create an interactive and entertaining laboratory application for pupils. The system is software that works on PCs with the help of Leap motion controller, off‐the‐shelf gesture recognition hardware, to simulate a chemistry laboratory. The system provides number of experiments to perform along with tutorials and quizzes. A preliminary usability evaluation of the system shows the high level of interest from the pupils in using such a system and the positive feedback.

The Effect of Procedural Guidance on Students’ Skill Enhancement in a Virtual Chemistry Laboratory

Various cognitive aids (such as change of color, arrows, etc.) are provided in virtual environments to assist users in task realization. These aids increase users’ performance but lead to reduced learning because there is less cognitive load on the users. In this paper we present a new concept of procedural guidance in which textual information regarding the procedure of a task is provided to users. The users convert this information into physical actions to complete the task, which enhances their learning by creating a consolidated mental model. We use Multimodal Virtual Chemistry Laboratory, where students simulate a chemistry experiment with the help of procedural guidance. Evaluations reveal that the proposed guidance enhances students’ learning and consequently increases their performance in real-world situations.

An Interactive and Self-instructional Virtual Chemistry Laboratory

Virtual laboratory is becoming one of the most significant educational technologies due to financial challenges which often required construction of physical laboratories, particularly in educational institutions in developing countries. This paper presents an integrated virtual environment to help individual learners to enhance the practical learning of chemistry fundamentals. Through this environment, the learner will navigate, visualize and simulate a real laboratory environment and its associated processes. The proposed laboratory interface and curriculum were tested on students to measure their satisfaction with the quality of developed laboratory. The results of the evaluation showed a positive response effect on the students’ satisfaction.

Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills

This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the preservice teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise [3], and translated into Turkish by Ates and Bahar [2] was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05), significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05). In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.

THE EXAMINATION OF THE IMPACT ON STUDENTS’ USE OF GESTURES WHILE WORKING IN A VIRTUAL CHEMICAL LABORATORY FOR THEIR COGNITIVE ABILITIES

One of the cognitive theories is the embodied cognition theory. According to this theory, it is important to use appropriate gestures in the process of assimilating new information and the acquisition of new skills. The further development of information and communication technologies has enabled the development of interfaces that allow the user to control computer programs and electronic devices by using gestures. These Natural User Interfaces (NUI) were used in teaching Chemistry in middle school and secondary school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities, similar to those that are performed in a real lab. The Kinect sensor was used to detect and analyze hand movement. The conducted research established the educational effectiveness of a virtual laboratory, which is an example of a system based on GBS gestures (gesture-based system). The use of the teaching methods and to what extent they increase the student's complete understanding were examined. The results indicate that the use of the gesture-based system in teaching makes it more attractive and increases the quality of teaching Chemistry. Key words: chemistry experiments, educational simulation, gesture based system, embodied cognition theory.

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Natural User Interfaces (NUI) are now widely used in electronic devices such as smartphones, tablets and gaming consoles. We have tried to apply this technology in the teaching of chemistry in middle school and high school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities similar to those that they perform in a real laboratory. Kinect sensor was used for the detection and analysis of the student’s hand movements, which is an example of NUI. The studies conducted found the effectiveness of educational virtual laboratory. The extent to which the use of a teaching aid increased the students’ progress in learning chemistry was examined. The results indicate that the use of NUI creates opportunities to both enhance and improve the quality of the chemistry education. Working in a virtual laboratory using the Kinect interface results in greater emotional involvement and an increased sense of self-efficacy in the laboratory work among students. As a consequence, students are getting higher marks and are more interested in the subject of chemistry.

Quantitative Structure-Retention Relationships Studies of Selected Groups of Compounds Characterized by Different Pharmacological Activity Using Multiple Linear Regression Procedure

In this paper the quantitative structure-retention relationships (QSRR) studies for three different groups of drugs (cardiovascular system drugs, analgesic drugs and some compounds characterized by divergent pharmacological activity) and for chromatographic parameters (log k' or log k' w retention factors) determined with the use of the HPLC methods were performed. Molecular descriptors (over 4900 molecular modeling parameters) obtained using the HyperChem and the Dragon computer programs, and the Virtual Computational Chemistry Laboratory (VCCLAB) website were applied to derive the QSRR equations by means of multiple linear regression method with stepwise procedure. Several statistically significant QSRR equations as two-parameters for both cardiovascular and analgesic drugs, and sevenparameters for group of “other” drugs were built. Six QSRR equations with correlations R ranged from 0.9822 to 0.9957 were obtained for cardiovascular drugs, twenty-six QSRRs with R equal to 0.9120-0.9776 were derived for analgesics, and ten QSRRs with R from 0.9529 to 0.9924 were calculated for “other“ drugs. Moreover, the proposed QSRR models give important information about physico-chemical properties of analyzed drugs, and indicated that descriptors characterized topology, geometry and lipophilicity of molecular structures of analyzed compounds are crucial for prediction of their retention parameters. Additionally, derived QSRR models can be helpful to search (to prediction) HPLC retention factor for the new drug candidates.

Structural Determinants of Tau Aggregation Inhibitor Potency

Small-molecule Tau aggregation inhibitors are under investigation as potential therapeutic agents against Alzheimer disease. Many such inhibitors have been identified in vitro, but their potency-driving features, and their molecular targets in the Tau aggregation pathway, have resisted identification. Previously we proposed ligand polarizability, a measure of electron delocalization, as a candidate descriptor of inhibitor potency. Here we tested this hypothesis by correlating the ground state polarizabilities of cyanine, phenothiazine, and arylmethine derivatives calculated using ab initio quantum methods with inhibitory potency values determined in the presence of octadecyl sulfate inducer under reducing conditions. A series of rhodanine analogs was analyzed as well using potency values disclosed in the literature. Results showed that polarizability and inhibitory potency directly correlated within all four series. To identify putative binding targets, representative members of the four chemotypes were added to aggregation reactions, where they were found to stabilize soluble, but SDS-resistant Tau species at the expense of filamentous aggregates. Using SDS resistance as a secondary assay, and a library of Tau deletion and missense mutants as targets, interaction with cyanine was localized to the microtubule binding repeat region. Moreover, the SDS-resistant phenotype was completely dependent on the presence of octadecyl sulfate inducer, but not intact PHF6/PH6* hexapeptide motifs, indicating that cyanine interacted with a species in the aggregation pathway prior to nucleus formation. Together the data suggest that flat, highly polarizable ligands inhibit Tau aggregation by interacting with folded species in the aggregation pathway and driving their assembly into soluble but highly stable Tau oligomers.

A domain-oriented end-user design environment for generating interactive 3D virtual chemistry experiments

Three-dimensional virtual worlds are potentially feasible for building virtual educational environments. However, educators face technical challenges to apply these technologies because creating virtual educational environments based on virtual worlds demands 3D modeling and programming skills. This paper proposes a method to lower the technical barriers through domain-oriented interfaces with languages and environments that are familiar to educators. A domain-oriented end-user design environment, iVirtualWorld, is designed and developed to implement the proposed method in a specific educational domain, namely introductory chemistry experiments. This web-based environment provides end-users with domain-oriented building blocks, which can be assembled to create 3D virtual chemistry experiments. A usability evaluation and a comparative case study are designed to evaluate the system among chemistry educators, who are the target audience. The usability evaluation contains a task requiring participants to create a 3D virtual chemistry experiment and a voluntary semi-structured interview. The case study compares a virtual experiment generated using iVirtualWorld with an experiment in a commercial virtual chemistry laboratory system. The results show that 1) the domain-oriented end-user design environment enables participants to generate the 3D virtual chemistry experiment within 30 min; 2) participants gain confidence on creating 3D virtual experiments by themselves using iVirtualWorld; 3) participants confirm the usefulness of applying the system in introductory chemistry education; and 4) iVirtualWorld is considered more intuitive and straightforward for students to focus on finishing the experiment without being distracted than the commercial virtual chemistry laboratory system. Areas that can benefit from the system most and areas where the system is less effective are identified by participants. The responses also reveal the limitations of the current system and suggest directions for future improvement.

Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.

Virtual Chemistry Laboratory: Effect Of Constructivist Learning Environment

The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern. However, on the present stage of our educational system, these activities cannot be included in science lessons for several reasons. At that point virtual labs emerged as an alternative solution for the problems of the instruction in science courses. Thanks to virtual labs presenting different disciplines in a flexible manner, the interaction between the teacher and the learner become 7/24 independent from time and place. This article presents a study that provides insight in the appropriateness of Virtual and real laboratory applications on constructivist learning environment using interactive virtual chemistry laboratory (VCL) development was used in academic year of 2009-2010 for a six week period. The sample of this quasi-experimental study was 90 students from three different 9th grade classrooms of an Anatolian Secondary school in the center of Trabzon city. The student groups were randomly attained as one experimental and two control groups. The data collection tools of the study were; questionnaire of teaching philosophy (QTP), Semi-structured interviews and unstructured observations. The results showed that virtual chemistry laboratory software was just as effective as real chemistry laboratory and it positively affected the facilitating of constructivist learning environment. It was determined that the students in experimental group conducted the experiments as precise as the real ones; they felt themselves safe during the experiments; they could relate the experiments with daily life; they had the opportunity to investigate both macro-molecular and symbolical dimensions of the experiments. It was speculated that using virtual chemistry laboratories as a supportive complement in education will become an indispensable instructional material in terms of both the economy of the nation and the persistency of the learning.

Prediction of log P: ALOGPS Application in Medicinal Chemistry Education

Molecular hydrophobicity (lipophilicity), usually quantified as log P where P is the partition coefficient, is an important molecular characteristic in medicinal chemistry and drug design. The log P coefficient is one of the principal parameters for the estimation of lipophilicity of chemical compounds and pharmacokinetic properties. The understanding of log P parameter in the undergraduate medicinal chemistry course seems to be a pitfall for students. This parameter has typically been measured using experimental methods, but recently, log P has been determined using computational methods. The number of publications about lipophilicity predictions has gradually increased over the last 10 years, but the number of programs available for an online prediction of this important parameter remains limited. An interesting tool for calculation of log P coefficients is presented: the Virtual Computational Chemistry Laboratory (VCCLAB) package. The package includes the ALOGPS 2.1 program suitable for log P calculations. This software is accessible online and may be easily mastered by the undergraduate medicinal chemistry student.

A framework for teachers’ integration of ICT into their classroom practice

When attempting to integrate any Information and Communications Technology (ICT) based resource into Post-Primary Schools (High Schools) many potential barriers must be considered. Importantly, many of these barriers revolve around the individual teacher and hence they are an important starting point in understanding the change process in schools. This work describes attempts to integrate an ICT-based resource (a Virtual Chemistry Laboratory) into some science teachers’ practice within the Irish education system. From these experiences a working framework has been developed to describe teachers’ level of ICT integration into their practice and the factors underpinning this. The framework raises important questions of how teachers may be effectively supported to move between descriptions within the framework. It also highlights the need for change attempts to incorporate mixed strategies for mixed teacher stances on ICT integration.

Preservice computer teachers’ views on developing chemistry software based on constructivist 7E model

This survey aimed at revealing educational software development difficulties of the preservice computer teachers (n=57) in a virtual chemistry laboratory (SANLAB) development project besides their suggestions to overcome such difficulties, and views on 7E model and contributions of this project. The findings revealed that most of the preservice computer teachers agreed upon the contribution of 7E model for meaningful learning. However, they reported that they found very difficult to prepare a chemistry experiment electronically, use ActionScript codes and make animations. The results may provide insights for those who intend to conduct national projects in collaboration with preservice computer teachers, academicians and teachers.

Extending a virtual chemistry laboratory with a collaboration script to promote conceptual learning

We developed collaborative extensions to 'Vlab', a web-based laboratory that supports students in conducting virtual chemistry experiments. While results from a recent study indicated that VLab promotes chemistry learning, they also revealed that there is room for improvement. We embedded VLab into a collaborative environment that implements a computer-supported collaboration script for guiding students through the stages of scientific experimentation. We describe our pedagogical approach, our collaboration script, and the collaborative learning environment which implements it. We present results from two small-scale studies and a contrasting-case analysis of how adaptive prompts, in addition to the fixed script, affected student behaviour.

Developing an interactive virtual chemistry laboratory enriched with constructivist learning activities for secondary schools

This paper aims to introduce a project in collaboration with Educational Technologies General Directorate of Ministry of National Education (MoNE) and Computer Education and Instructional Technologies (CEIT) Department of Ege University which was funded by The Scientific and Technological Research Council of Turkey (TÜBİTAK). The project aims to design a virtual chemistry lab compatible with the new chemistry curriculum of secondary schools in Turkey. The virtual lab (SANLAB) will include learning activities based on active learning method and in which secondary school students can make experiments interactively in computer environment. For designing the SANLAB, 30 volunteer chemistry teachers and 70 senior students of Ege CEIT will work collaboratively.

Virtual Computational Chemistry Laboratory – Design and Description

Internet technology offers an excellent opportunity for the development of tools by the cooperative effort of various groups and institutions. We have developed a multi-platform software system, Virtual Computational Chemistry Laboratory, http://www.vcclab.org, allowing the computational chemist to perform a comprehensive series of molecular indices/properties calculations and data analysis. The implemented software is based on a three-tier architecture that is one of the standard technologies to provide client-server services on the Internet. The developed software includes several popular programs, including the indices generation program, DRAGON, a 3D structure generator, CORINA, a program to predict lipophilicity and aqueous solubility of chemicals, ALOGPS and others. All these programs are running at the host institutes located in five countries over Europe. In this article we review the main features and statistics of the developed system that can be used as a prototype for academic and industry models.

User control and task authenticity for spatial learning in 3D environments

&lt;span&gt;This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook tasks in the virtual laboratory and were tested on their spatial knowledge through written tests. The results of the study indicate that view control and object manipulation enhance spatial learning but only if the learner undertakes authentic tasks that require this learning. These results have implications for educational designers making a choice between video or animation and interactive 3D technologies. The results are discussed within the framework of Piaget's theories on active learning and Gibson's ecological theory of perception and action.&lt;/span&gt;

Computer-assisted learning using a dialogue system for virtual teacher-student communication.

Over the past decade, computer-assisted learning in the field of chemistry has given rise to a large number of systems that approach this objective from different viewpoints: static courses aimed at specific concepts, tutorial systems, 2D and 3D virtual environments, and so on. Correct structuring and representation of the knowledge to be taught, the building of a suitable student interface, and the adaptation of the learning process to the knowledge of the student are but a few of the challenges to be faced in the development of efficient computer-assisted learning systems. The present study tackles the use of computerized dialogue systems as a viable alternative for the simulation of teacher-student interaction and proposes an ontology for the characterization of such interaction, employing the object-oriented paradigm in the modeling of both the knowledge to be taught and the actual level of the student. The proposed solution is based on the representation of the knowledge to be taught through a network of multiconnected knowledge frames (chunks), where each chunk may be specialized in more specific frames (prerequisites and subobjectives), contain associated explanations of varying complexity and with a range of explanatory models, and be associated with one or a set of possible questions the student might ask; to this end, a constantly evolving knowledge model is maintained throughout the explanatory process. Based on the proposed model, Java was used to develop and manage an explanatory system that could be used in any type of teaching system based on student-dominated dialogues. Here, the system has been applied to the teaching of chemistry laboratory practice by its integration into the Virtual Chemistry Laboratory (VCL), a system designed by the authors to simulate chemistry techniques in a virtual 3D world.