Development, Implementation, and Assessment of General Chemistry Lab Experiments Performed in the Virtual World of Second Life

Winkelmann, Kurt; Keeney-Kennicutt, Wendy; Fowler, Debra; Macik, Maria

doi:10.1021/acs.jchemed.6b00733

Cited by 93 publications

(110 citation statements)

References 30 publications

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“…Virtual Reality (VR) uses computer technology to make an individual student feel that he or she is actually inside of a simulated environment. Virtual reality can be accomplished either by viewing on a computer screen, like the virtual world called Second Life [14], or with a heads-up display that can be as simple as a smartphone mounted on a cardboard support or a more expensive headset specifically designed for VR [15]. Either mode of virtual reality creates a sense of presence, the feeling that one is actually in the virtual space.…”

Section: Virtual Reality and Augmented Realitymentioning

confidence: 99%

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Pence

2020

Education Sciences

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Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today's workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.

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Section: Virtual Reality and Augmented Realitymentioning

confidence: 99%

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Pence

2020

Education Sciences

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“…En este sentido, tal y como han señalado diferentes autores (Bortnik, 2017;Brinson, 2015;Cheesman, 2014;Chiu, 2015;Climent-Bellido, 2003;De Jong, 2013;Engum, 2003; Karpen, 2014;Kocijancic, 2004;Limniou, 2007;Liu, 2006;Makransky, 2016;Tsihouridis, 2014;Tsihouridis, 2015;Tsihouridis, 2017;Winkelmann, 2017;Zacharia, 2007;Zacharia, 2008), la clave para un aprendizaje significativo puede estar en la combinación de ambos tipos de experiencias: tradicionales y virtuales. En materias como Física y Química puede resultar muy útil que los estudiantes se percaten de las semejanzas y diferencias entre ambos enfoques en lo que respecta a resultados y a protocolos de trabajo, y que simultáneamente se beneficien de la combinación sinérgica de ambos tipos de experimentos:…”

Section: Universitat Politècnica De Valènciaunclassified

Section: Introductionunclassified

“…En general, diferentes estudios, tanto de Ciencias Experimentales como de Ciencias de la Salud, muestran niveles similares de éxito con ambos enfoques en cuanto a calificaciones, adquisición de contenidos y/o valoración (Cobb, 2009;Darrah, 2014;De Jong, 2013;Hawkins, 2013;Klar, 2007;Lewis, 2014;Makransky, 2016;Pyatt, 2012;Spernjak, 2017;Triona, 2003;Tsihouridis, 2013;Winkelmann, 2014;Winkelmann, 2017), aunque recientes estudios comparativos sobre la eficacia de laboratorios tradicionales (LT) y laboratorios virtuales (LV) muestran que con los segundos los estudiantes adquieren el mismo nivel de aprendizaje, e incluso superior (Brinson, 2015;Faour, 2018;Herga, 2012;Martínez-Jiménez, 2003;Tatli, 2010;Toth, 2014;Zacharia, 2007), y una valoración general muy positiva (Bozkurt, 2010;McKagan, 2008;Olakanmi, 2015;Pyatt, 2012;Stuckey-Mickell, 2007;Tatli, 2010) en relación con diferentes variables (conocimiento y comprensión de contenidos, razonamiento científico, habilidades prácticas experimentales, interés y apreciación por la Ciencia, habilidades analíticas de investigación, manejo de datos, comunicación científica y trabajo en equipo, visualización de fenómenos microscópicos, etc.). De hecho, Merchant (2014) señala la gran utilidad didáctica de simulaciones, juegos y mundos virtuales.…”

Section: Introductionunclassified

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Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales

Pérez

García

Cortés

et al. 2018

Libro De Actas IN-RED 2018: IV Congreso Nacional De Innovación Educativa Y Docencia en Red

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Traditional laboratory experiments are critical to the learning process across all areas and levels of study in science subjects. However, along with hands-on experiments, virtual labs have received considerable attention over the past several years due to the popularisation of ICT tools in Education, which may help teachers consider multiple learning styles to pursue meaningful learning. In this regard, studies concerning pupils' experiences with both approaches are needed. The main aim of this study is to analyse the impact of the use of both virtual and hands-on labs in basic science subjects (BSS) in Health Sciences university degrees. For this reason, we have analysed different variables: general assessment, level of satisfaction, increase in motivation and increase in academic performance concerning BSS, as well as gender differences in the perception of both methodologies.A total of 129 undergraduate students from one Spanish university (degree in Dentistry) participated in the study. The results point out to statistically significant differences in favour of traditional labs in all the considered parameters.In conclusion, the results point out the importance of carrying out hands-on experiments to boost students' motivation and performance. Keywords: laboratory, ICT, simulation, interactivity, active learning. Resumen Las prácticas de laboratorio tradicionales juegan un papel protagonista en la enseñanza de las ciencias en todas las áreas y niveles. Sin embargo, en los últimos años la popularidad de los laboratorios virtuales ha aumentado significativamente, debido a que la aplicación de las herramientas TIC en educación permite atender adecuadamente a la diversidad del alumnado y fomentar el aprendizaje activo. En este sentido, resulta necesario estudiar las experiencias del alumnado con ambos enfoques. 270 Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales 2018, Universitat Politècnica de ValènciaCongreso IN-RED (2018) IntroducciónEn la enseñanza del siglo XXI, las TIC (Tecnologías de la Información y Comunicación) aplicadas a la educación (es decir, las TAC, Tecnologías del Aprendizaje y del Conocimiento) ocupan un lugar protagonista. Con su uso, se pretende fomentar una mayor implicación por parte del alumnado, lo cual constituye la base del constructivismo (Coll, 2007;Hyslop-Margison, 2007;Phillips, 1995;Pozo, 2006;Spencer, 1999), que fomenta el aprendizaje activo y significativo (Freeman, 2014;Michael, 2006;Pinto, 2008;Prince, 2004). Esta corriente es especialmente importante en las orientaciones metodológicas que los expertos proponen a los docentes de las asignaturas de Ciencias (Pinto, 2008;Pozo, 2006;Rocard, 2007; Sanmartí, 2009), fomentando la comprensión frente a la mera memorización, esto es, desarrollando habilidades cognitivas de orden superior, de acuerdo con la taxonomía de Bloom de los objetivos didácticos (Cook, 2013;Krathwohl, 2002).Con el auge de Internet y las TIC (Livingstone, 2012), no sólo la enseñanza presencial tradicional...

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“…In addition, different educational areas and subjects can also be contemplated in virtual worlds. Winkelmann et al (2017), for example, addressed Chemistry, in which simulations of 3D molecule structures, solutions, and chemical reactions were created. , by the turn, explored the teaching of Science, targeting the accomplishment of tasks in a more ludic manner.…”

Section: Introductionmentioning

confidence: 99%

A Teaching Method Based on Virtual Worlds and Mastery Learning

Nunes

Krassmann

Tarouco

et al. 2018

JVWR

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The evolution of virtual worlds in education has provided the creation of new pedagogical alternatives. In the present study, we explore this potential, integrating the Bloom’s Mastery Learning theory, designing a teaching method based on periodical assessments, and supplementary, support offered through the use of an OpenSim virtual world. An experiment was carried out during half of the school year of 2017, involving 74 sixth grade students in a Science class, divided in control and experimental groups. The results demonstrated better performance of the group using the virtual world in comparison to the group using the Moodle learning platform, in which, the post-test presented a slightly higher median for Group 2 (84.50) compared to Group 1 (83.00). As for the student’s impressions, it was in general of acceptance and positive impressions about the experience.

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Development, Implementation, and Assessment of General Chemistry Lab Experiments Performed in the Virtual World of Second Life

Cited by 93 publications

References 30 publications

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Valoración del alumnado de los experimentos virtuales frente a los experimentos tradicionales

A Teaching Method Based on Virtual Worlds and Mastery Learning

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