Supporting Chemistry Students’ Satisfaction through Physical and Virtual Laboratories

Abstract

This study investigates the effectiveness of a virtual reality (VR) laboratory in enhancing student engagement, confidence, and preparedness for real laboratory work. This resulted in three interrelated aims essential for an effective VR learning experience: content relevance, instructional design, and technical feasibility. Therefore, a simple pedagogical framework for designing VR learning materials was developed to meet these multidisciplinary goals. Following this framework, we developed and built a 360-VR version of a chemistry laboratory exercise. Data regarding its effectiveness were obtained through a laboratory course for over 250 first- and second-year chemical engineering students. Students performed the same laboratory exercise as a virtual laboratory and then as an authentic student laboratory. Since some of these exercises serve as learning aids for collaborative student practice, and since there is no actual physical experience in a virtual laboratory, students stated in the subsequent evaluation that virtual laboratories would not replace the experience in a real laboratory and do not directly increase student motivation. The students also had a very positive attitude about virtual learning materials and asked for more activating materials, such as quizzes and interactive videos, to be included in the learning materials. A small number of students commented on negative points in the virtual laboratory exercise. In summary, it was demonstrated that our design principles hold in practice, as students reported a number of true benefits upon completing a virtual lab exercise prior to the real-life laboratory exercise. These advantages consisted of understanding the proper sequence by which physical laboratory exercises are conducted and the way to conduct certain duties correctly.