Introducing Atomic Structure to First-Year Undergraduate Chemistry Students with an Immersive Virtual Reality Experience

Maksimenko, Nadezhda; Okolzina, Anzhelika; Vlasova, A. V.; Tracey, Chantal; Kurushkin, Mikhail

doi:10.1021/acs.jchemed.0c01441

Cited by 14 publications

(17 citation statements)

References 27 publications

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“…Under different ideas and approaches, some studies now investigate electronic structures [28][29][30][31][32]. Some studies also investigate atomic structures [32][33][34][35][36][37][38].…”

Section: Models and Discussionmentioning

confidence: 99%

Atoms in Gaseous and Solid States and their Energy and Force Relationships under Transitional Behaviors

Ali

2023

Preprint

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By recalling the earlier investigations of atomic and electronic structures, it is now possible to discover new insights tackling the present and future challenges. Atoms in differently named elements should recognize depending on the number of electrons. The lattices in different element atoms should form from the simultaneous intercrossing of the overt photons. The lengths and numbers of the intercrossed overt photons depend on the number of filled and unfilled states an element contains for its atoms. In gaseous atoms’ lattices, a scheme of intercrossing overt photons is different than the one in the formation of solid atoms’ lattices. New insights into the atomic and electronic structures no longer study protons and neutrons. A helium atom forms a zeroth ring in atoms of all higher-order elements. Other than hydrogen, atoms of different elements possess the same valency as specified. Starting from the zeroth rings, atoms of different elements configure electronic structures by shaping arbitrary rings. Electrons of a gaseous atom deal with the minimum required potential energy, whereas the maximum is in a solid atom. Gaseous element atoms experience the maximum required levitational force at the electron levels along the north pole. However, electrons experience the maximum required gravitational force along the south pole in a solid atom. In the transition state, electrons undertake infinitesimal displacements by remaining within the occupied energy knots. In undertaking transitional behavior, electrons of the gaseous atom locate orientation from a different pole than electrons of the solid atom. The investigations discussed here explore the atomic and electronic structures differently from the earlier ones. This study enables to development of sustainable science along with sustainable utilization of resources. This study can show great potential in medical sciences as well.

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Section: Models and Discussionmentioning

confidence: 99%

Atoms in Gaseous and Solid States and their Energy and Force Relationships under Transitional Behaviors

Ali

2023

Preprint

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“…In recent years, many VR tools have been developed to teach chemistry. − ,,,,,,,, However, very few offer a realistic, immersive environment in which students can visualize and interact with objects on the submolecular and subatomic levels. ,, Yet, mastering general chemistry concepts requires a complete understanding of the atomic structure, proper visualization of the atomic orbitals, and figuring out the correct electron distribution among them.…”

Section: Project Design and Implementationmentioning

confidence: 99%

“…13−15 Instead of viewing the 3D molecular models in 2D on a computer screen, students can examine and manipulate a complex arrangement of atoms and bonds from within and gain new insights into the structure, molecular interactions, and mechanisms of chemical reactions. 9,10,16,17 Even though VR technology has only recently entered the field of chemistry education, many activities, 16,18 demonstrations, 19−21 experiences, 9,22−25 and games 26,27 have already been developed. In particular, some tools allow users to interact with and manipulate the 3D structures of molecules, 8−10 feel the formation of a chemical bond through the vibration in the fingertips of the haptic glove, 10 or perform the experiments in the copycat chemistry laboratory.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Immersive technologies, such as virtual (VR) and augmented reality (AR), can solve both the dimensionality and the time resolution issues and provide new avenues for teaching spatial reasoning skills to chemistry students . In this respect, VR is especially promising as it creates a fully immersive environment and allows users placed in such environments to interact with the simulated world as they learn. − Instead of viewing the 3D molecular models in 2D on a computer screen, students can examine and manipulate a complex arrangement of atoms and bonds from within and gain new insights into the structure, molecular interactions, and mechanisms of chemical reactions. ,,, …”

Section: Introductionmentioning

confidence: 99%

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Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Laricheva

Ilikchyan

2023

J. Chem. Educ.

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Studies have demonstrated that visual-spatial skills correlate with student performance and success in science, technology, engineering, and math (STEM). The ability to reason with spatial information is essential for conceptual subjects like chemistry, a deep understanding of which requires dealing with the invisible world of atoms and molecules and linking microscopic properties to macroscopic observables. The link between spatial ability and chemistry achievement is well-studied and documented. The extent to which various teaching tools can help students visualize abstract physicochemical concepts is an active area of research. Virtual reality (VR) can leverage the proximity effect and create immersive learning experiences for students struggling with spatial imagery. For this reason, many VR resources have been developed to teach chemistry, yet the number of studies exploring the potential of VR to enhance spatial ability and chemistry achievement has so far been limited. Here, we report on an exploratory study conducted at a large public institution to evaluate the effect of virtual reality on learning in chemistry students with low visual-spatial skills. Spatial ability was assessed using a visual-spatial pretest. Those students who failed the test were randomized into the VR intervention and control groups. While no statistically significant difference in class performance between these two groups was observed, our data showed some improvement in the median scores in the VR intervention group compared to the control. Future studies enrolling a higher number of participants would help to make more definitive conclusions about the effect of VR on students with low visual-spatial skills.

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“…The implementation of virtual reality can create an environment where students learn each topic at their own pace. For example, a recent technology report has shown how chemistry education can be enhanced with the use of VR (Maksimenko et al, 2021). Furthermore, eye-tracking could be used to collect data regarding the progress of a student on a chemical topic (Muna and Bahit, 2020;Vandenplas et al, 2021).…”

Section: Eye-tracking In Virtual Reality For Educationmentioning

confidence: 99%

Eye-Tracking in Immersive Virtual Reality for Education: A Review of the Current Progress and Applications

2022

Self Cite

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The concept of using eye-tracking in virtual reality for education has been researched in various fields over the past years. With this review, we aim to discuss the recent advancements and applications in this area, explain the technological aspects, highlight the advantages of this approach and inspire interest in the field. Eye-tracking has already been used in science for many decades and now has been substantially reinforced by the addition of virtual and augmented reality technologies. The first part of the review is a general overview of eye-tracking concepts, technical parts, and their applications. In the second part, the focus shifted toward the application of eye-tracking in virtual reality. The third part, first the description of the recently emerged concept of eye-tracking in virtual reality is given, followed by the current applications to education and studying, which has not been thoroughly described before. We describe the main findings, technological aspects, and advantages of this approach.

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Introducing Atomic Structure to First-Year Undergraduate Chemistry Students with an Immersive Virtual Reality Experience

Cited by 14 publications

References 27 publications

Atoms in Gaseous and Solid States and their Energy and Force Relationships under Transitional Behaviors

Atoms in Gaseous and Solid States and their Energy and Force Relationships under Transitional Behaviors

Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Eye-Tracking in Immersive Virtual Reality for Education: A Review of the Current Progress and Applications

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