The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety

Gungor, Almer; Avraamidou, Lucy; Kool, Denise; Lee, May; Eisink, Niek N. H. M.; Albada, Bauke; Kolk, Koos van der; Tromp, Moniek; Bitter, Johannes H.

doi:10.29333/ejmste/11814

Cited by 6 publications

(6 citation statements)

References 26 publications

(28 reference statements)

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“…When combined with self-efficiency, it gives insignificant results to problem-solving skills. These results differ from the research that has been done that selfeffectiveness improves learning outcomes (Gungor et al, 2022;Romika & Atun, 2021). The results of this research provide significant implications for changes in learning methods applicable to vocational college, particularly in the domain of applied chemistry.…”

Section: Resultscontrasting

confidence: 77%

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Ida Ayu Anom,

Ida Bagus Putra Manuaba,

I Ketut

et al. 2024

JTP

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The limitation of laboratory facilities in conducting practical chemistry learning activities has become one of the triggers for less optimal learning processes. Implementation of virtual laboratory simulation becomes a solution to overcome the limited equipment of practicum activities. It is possible to overcome some of the challenges that are currently being experienced in chemistry education by making effective use of virtual laboratories. The primary aim of this research is to investigate the impact of virtual laboratories and self-efficacy on the improvement of problem-solving skills among engineering students in the context of applied chemistry education. The research employs a quasi-experimental design to examine the impact of independent variables on dependent variables. Participants in this study are students enrolled in the Refrigeration and Air Conditioning Engineering and Utility Engineering Technology programs within the Mechanical Engineering Department of Bali State Polytechnic. The study utilized data collection instruments consisting of tests assessing problem-solving skills and questionnaires measuring self-efficacy. The current study employs analysis of covariance (ANCOVA) as a statistical method to examine the hypothesis.The hypothesis testing results show that using virtual laboratories has a better effect than problem-solving skill demonstrations when it comes to electroplating learning activities. The observed correlation between self-efficacy and improved problem-solving skills does not seem to result in a significant impact.

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Section: Resultscontrasting

confidence: 77%

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Ida Ayu Anom,

Ida Bagus Putra Manuaba,

I Ketut

et al. 2024

JTP

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“…Additionally, VR-ready devices, such as smartphones, offer more economical VR solutions. Although these devices provide a somewhat less powerful VR experience due to lower processing capabilities, they are much more affordable [58][59][60][61] Consequently, future research endeavors could explore the development of systems designed for deployment on these cost-effective devices, contributing to a more inclusive and accessible VR landscape. It is also recommended that future research develop VR labs for not only physics or chemistry but also for other domains and subjects.…”

Section: Resultsmentioning

confidence: 99%

Development and evaluation of immersive VR laboratories of organic chemistry and physics for students education

Naz,

Azam,

Khan

et al. 2024

Phys. Scr.

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In science education, the use of laboratory experiments has a critical role. However, experiments can cause excessive material waste, and safety issues must be taken seriously. Virtual laboratories and simulations have become a useful and effective alternative to in-person, hands-on laboratories as a result of the educational possibilities afforded by information and communication technology. With virtual reality (VR), students can depict scientific phenomena through virtual practical experiments that use computer simulation. In this work, VR-based lab simulations of physics and chemistry experiments were introduced. Chemistry lab includes 3 experiments from organic chemistry (identify aldehydes using Tollen's test, identify ketones using the 2,4-dinitrophenyl hydrazine test, and identify carboxylic acids using the sodium carbonate test) and physics lab includes 2 experiments on series and parallel current, accomplished through the use of the real-time 3D graphics and pre-rendered animations. Further, to assess the usability of the developed system, 20 students were surveyed as research subjects and they filled out the SUS survey after conducting the VR experiments in Oculus Quest 2. . The average score for the VR chemistry lab simulations was 92.63%, and, the average score for the physics lab was 93.38%, indicating a high level of performance and achievement among the participants. Further, in the comparative study evaluating knowledge retention and learning experience, the experimental group (VR, N=20) outperformed the control group (traditional, N=13), indicating a more favorable learning experience. All participants from the experiment group reported that virtual labs were easy to use. Overall, findings from the Knowledge Retention survey show that interactive laboratory activities enhance students' understanding of chemical processes and practical skills.

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“…Biology teachers recognize both alternatives of dissections as interesting and even pleasant and fun activities (Havlíčková et al, 2018). Virtual execution of experiments shows usefulness for understanding concepts (Chiu et al, 2015;Jaakkola et al, 2011) and for alleviating the nervousness of laboratory work when virtual activity is used before real laboratory work (Gungor et al, 2022). Therefore, a combination of virtual lab and hands-on laboratory seems to be ideal but could not be done during lockdown teaching.…”

Section: Distance Teaching Of Practical Exercisesmentioning

confidence: 99%

Distant science practicals–COVID-19 experience from Czech lower secondary schools

Janštová

Zdobinská

2023

EURASIA J Math Sci Tech Ed

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This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

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The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety

Cited by 6 publications

References 26 publications

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Development and evaluation of immersive VR laboratories of organic chemistry and physics for students education

Distant science practicals–COVID-19 experience from Czech lower secondary schools

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