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    Change in students’ explanation of the shape of snowflakes after collaborative immersive virtual reality

    Access Status
    Fulltext not available
    Authors
    Matovu, Henry
    Won, Mihye
    Treagust, David F
    Ungu, Dewi
    Mocerino, Mauro
    Tsai, Chin-Chung
    Tasker, Roy
    Date
    2022
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Matovu, H. and Won, M. and Treagust, D.F. and Ungu, D. and Mocerino, M. and Tsai, C.-C. and Tasker, R. 2022. Change in students’ explanation of the shape of snowflakes after collaborative immersive virtual reality. Chemistry Education Research and Practice.
    Source Title
    Chemistry Education Research and Practice
    DOI
    10.1039/D2RP00176D
    ISSN
    1109-4028
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP180100143
    http://purl.org/au-research/grants/arc/DP190100160
    URI
    http://hdl.handle.net/20.500.11937/89841
    Collection
    • Curtin Research Publications
    Abstract

    In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students’ knowledge gains, they tended to use information recall tests to assess knowledge gains. Employing interviews and diagram-drawing tasks, this study explored how students’ conceptual understanding of the nature of hydrogen bonds and the shape of snowflakes changed through a collaborative IVR experience on snowflakes. Participants were 68 undergraduate chemistry students. Videos of pre-/post-interviews and student-generated diagrams were analysed. The results indicated a marked improvement in students’ conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. After IVR, 57 students provided scientifically acceptable explanations of the nature of hydrogen bonds. Improvements in students’ understanding were related to the intermolecular nature of hydrogen bonds, the role of lone pairs of electrons in forming hydrogen bonds, and molecular interactions in 3D space. This study suggests that collaborative IVR could be a powerful way for students to visualise molecular interactions, examine their alternative conceptions, and build more coherent understanding. Implications for the design and implementation of IVR activities for science learning are discussed.

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