A Gesture-Based Educational System that Integrates Simulation and Molecular Visualization to Teach Chemistry

Abstract

Technology has proven effective in enhancing teaching methods. Gesture-based applications have a high potential for use in the development of teaching methods in schools. Simulation and 3D visualization, in particular, are some of the most important technologies that positively affected education. The implementation of these technologies in the education sector can determine students’ potential and enhance their interest in learning in scientific fields. This study explored the use of a chemistry education system that integrates virtual simulation and molecular visualization and uses a Leap Motion controller to teach chemistry in secondary schools. The sample comprised 113 students enrolled in four different classes in a public secondary school in Saudi Arabia. The data were analyzed using an ANOVA test to compare the results. The results indicate that the students who used the proposed educational system achieved better learning results than the students who participated in theoretical classroom learning only. Moreover, students who used the proposed educational system learned microscopic-level concepts better than those who used a real chemistry laboratory. Finally, combining simulation and molecular visualization and using gesture-based technology has a significant and positive effect on the students’ learning experience, as demonstrated by the results of this study which contributes to the development of education through the utilization of modern technology.

Effectiveness of Smart Technologies in Chemistry Teaching and Learning of Grade Eleventh Students in the Gambia

“…According to Goodman et al (2013), teachers might publish, update, and distribute content for their other teachers to view or study using a centralized server system. This was a multifunctional approach, which only not engaged teachers or students in active participation but also knowledge acquisition through animations or simulations (Aldosari et al, 2022). Concept clarification may be easier in the smart classroom than in the traditional classrooms due to alternative learning objects.…”

“…According to Zhu et al (2016), there are three essential elements in technology integration: learner, teaching, and technology presence. All these presences can be supported and enhanced in a single instructional software called Smartboard (Akars, 2020;Aktas & Aydin, 2016;Aldosari et al, 2022;Higgin, 2010;Phoong et al, 2019), SMART Notebook (Goodman et al, 2013;Nitza & Roman, 2017;SMART Tech, 2014) or their integration with students' assessment device-Clickers (Krajcik & Mun, 2014). Learning is transformed, and physical experimentation needs to be modernized (Phoong et al, 2019), replacing it with virtual demonstration and visualization (Aldosari et al, 2022).…”

“…All these presences can be supported and enhanced in a single instructional software called Smartboard (Akars, 2020;Aktas & Aydin, 2016;Aldosari et al, 2022;Higgin, 2010;Phoong et al, 2019), SMART Notebook (Goodman et al, 2013;Nitza & Roman, 2017;SMART Tech, 2014) or their integration with students' assessment device-Clickers (Krajcik & Mun, 2014). Learning is transformed, and physical experimentation needs to be modernized (Phoong et al, 2019), replacing it with virtual demonstration and visualization (Aldosari et al, 2022). Particularly Smartboard has moved teachers from a teachercentred to a student-centred approach (Nicoll, 2001), and it is effective in a situation where glassware and reagents are inadequate (Aldosari et al, 2022).…”

“…Learning is transformed, and physical experimentation needs to be modernized (Phoong et al, 2019), replacing it with virtual demonstration and visualization (Aldosari et al, 2022). Particularly Smartboard has moved teachers from a teachercentred to a student-centred approach (Nicoll, 2001), and it is effective in a situation where glassware and reagents are inadequate (Aldosari et al, 2022). The pedagogical approach in smart classrooms makes the modern classroom different from conventional classrooms because learning is flexible and interactive (Nitza & Roman, 2017).…”

“…Learning objects such as Smart Learning Suits, Activity Builder, students' response systems/clickers, multimedia platforms, Smart Exchange, and direct online search makes Smartboard or SMART Notebook application unique compared with other types of technology. For example, physical structure and visualization of combination reactions of chemical compounds can be studied without physical interaction with the materials but through learning objects (Aldosari et al, 2022).…”