Development of an immersive simulator for improving student chemistry learning efficiency

Virtual reality (VR) technology has been used for educational purposes in different learning contents during teaching and training. VR could improve users’ learning efficiency and motivation to study abstract concepts. This work designed a VR environment for chemistry education to support computer-mediated hands-on exercises, including Self-propagating high-temperature synthesis (SHS) and Electrode sheet fabrication (ESF). In our evaluation with 39 participants who wore heart beat measurement wearables, we compared the students’ performances in hands-on chemistry tasks, either with or without score-keeping and time-sensitive conditions. Accordingly, we designed questionnaires reflecting sixteen qualitative aspects (e.g., content, perspicuity, and interaction) and perceived user workloads. The experimental results indicate participants’ preferences and attitudes in terms of efficiency and sense of safety. 94.87% of participants reported that the learning simulator could improve learning efficiency, and 92.31% of the participants indicated that it can improve their sense of safety. The results of the data analysis show that the different learning scenarios we simulated have positive significance. Our findings shed light on the quality and learning performance of operational skills for chemistry education.