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    Multimodal Affordances of Immersive Virtual Reality (VR) for Visualising and Learning Molecular Interactions

    Access Status
    Fulltext not available
    Authors
    Tang, Kok-Sing
    Won, Mihye
    Mocerino, Mauro
    Treagust, David
    Tasker, Rose
    Date
    2020
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Source Title
    Learning from Animations in Science Education Innovating in Semiotic and Educational Research
    DOI
    10.1007/978-3-030-56047-8_4
    ISBN
    3030560473
    9783030560478
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/84694
    Collection
    • Curtin Research Publications
    Abstract

    Immersive Virtual Reality (VR) is increasingly being used as an educational tool to help students visualise complex structures and phenomena. The use of VR is particularly useful for science animation that involves sub-microscopic and abstract processes in a 3D environment, such as the interactions of molecules, electrons and forces. However, few research studies have explored how immersive VR can support science visualisation compared to existing tools, notably computer animation on a flat screen. The study in this chapter used a semiotic perspective to examine the multimodal affordances of a ‘virtual’ mode of representation made possible by VR technology. The study involved the design and development of a VR animation to show the structure and reaction of an enzyme called acetylcholinesterase. A group of chemistry undergraduates was recruited to take part in a learning activity using the VR animation in pairs. Based on an analysis of the learners interacting with the VR animation, this chapter reports on the affordances of VR compared to other tools in five specific areas: viewing, sequencing, modelling, scaling and manipulating. Through the use of case studies, it also illustrates and discusses how these affordances facilitate student learning of molecular interactions.

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