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

Abstract

The 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.

The Effects of a Virtual Laboratory and Meta-Cognitive Scaffolding on Students' Data Modeling Competences

“…The virtual laboratory is mainly based on computer software to simulate laboratory activities, so that learners can learn by doing experiments at any time and place (Estriegana et al, 2019;Wolski & Jagodzinski, 2019). The virtual laboratory can enhance the accessibility of the experimental environment and provide some efficient and practical tools (Estriegana et al, 2019) for students to learn by themselves.…”

“…Such spontaneous learning becomes meaningful learning, since students become active learners in this kind of environment. In addition, the virtual laboratory can also make abstract concepts in science easier to understand (Dori & Kaberman, 2012;Wolski & Jagodzinski, 2019). Students in the physics department may encounter problems related to the development process of conceptual models, and the virtual laboratory can provide concrete models for understanding (Husnaini & Chen, 2019).…”

“…Students in the physics department may encounter problems related to the development process of conceptual models, and the virtual laboratory can provide concrete models for understanding (Husnaini & Chen, 2019). Furthermore, learning science through experimentation allows students to develop different laboratory and process skills (Dori & Kaberman, 2012;Durand et al, 2019;Wolski & Jagodzinski, 2019). In a virtual laboratory, students can learn these basic skills (e.g., planning experiments, operating equipment, and recording data) and thinking first, so that they can use them later in an actual laboratory.…”

“…In a virtual laboratory, students can learn these basic skills (e.g., planning experiments, operating equipment, and recording data) and thinking first, so that they can use them later in an actual laboratory. When students re-experience these similar experimental environments, they can demonstrate better operational skills (Wolski & Jagodzinski, 2019).…”

Investigation of the Factors Affecting Open and Distance Education Learners’ Intentions to Use a Virtual Laboratory

“…A number of studies show that VLs make important contributions to learning and teaching (e.g., Hung & Tsai, 2020;Wolski & Jagodzinski, 2019). Although the effectiveness of VLs is often stated, the fact that they are not adopted and used by all learners will prevent the success of this laboratory practice.…”