Production and Evaluation of a Realistic Immersive Virtual Reality Organic Chemistry Laboratory Experience: Infrared Spectroscopy

Using virtual reality (VR) in educational settings is becoming increasingly popular. The feasibility of replacing an instrumentation-based organic chemistry lab with a VR experience has been evaluated. A VR laboratory experience was designed to teach students how to use an infrared spectrometer and...

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Bibliographic Details
Published in:	Journal of chemical education Vol. 97; no. 1; pp. 258 - 262
Main Authors:	Dunnagan, Cathi L, Dannenberg, Devran A, Cuales, Michael P, Earnest, Arthur D, Gurnsey, Richard M, Gallardo-Williams, Maria T
Format:	Journal Article
Language:	English
Published:	Easton American Chemical Society and Division of Chemical Education, Inc 14-01-2020 Division of Chemical Education, Inc American Chemical Society
Subjects:	Chemistry Computer Assisted Instruction Computer Simulation Disabilities Disorders Distance Education Distance learning Education Eye Movements Feedback Immersive virtual reality Infrared radiation Infrared spectrometers Infrared spectroscopy Instrumentation Laboratories Learning outcomes Multimedia Instruction Nontraditional Education Organic Chemistry Outcomes of Education Person Pregnancy Recall (Psychology) Science Instruction Spectroscopy Student Attitudes Students Teaching Methods Undergraduate Students Usability User satisfaction Virtual reality Instrumental Methods Laboratory Instruction Student-Centered Learning Distance Learning/Self Instruction Second-Year Undergraduate Multimedia-Based Learning Computer-Based Learning Organic Chemistry
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Summary:	Using virtual reality (VR) in educational settings is becoming increasingly popular. The feasibility of replacing an instrumentation-based organic chemistry lab with a VR experience has been evaluated. A VR laboratory experience was designed to teach students how to use an infrared spectrometer and elucidate an unknown structure from the resulting infrared spectrum. The resulting first-person VR experience is immersive and realistic, with a teaching assistant guiding the user along the steps required to complete the experiment, including feedback as needed. The VR experience was developed in WondaVR with selections made using gaze navigation. The resulting product was tested with a group of students, and the outcomes for short- and long-term recall were compared with a group of students that did the same experiment in a traditional lab. Results indicate that there are no significant differences in learning outcomes between the two groups, which indicates the possibility of using this tool to offer this organic chemistry lab experiment via distance education. Students that tried the VR experience reported a high degree of satisfaction with the product and no significant usability barriers. These VR experiences could be useful for students who are unable to be present in lab due to disabilities, attendance challenges such as pregnancy, or safety concerns.
ISSN:	0021-9584 1938-1328
DOI:	10.1021/acs.jchemed.9b00705