Design and Validation of a Virtual Chemical Laboratory—An Example of Natural Science in Elementary Education (original) (raw)
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This article provides additional findings to the result of other systematic literature reviews where, more attention has been focused on natural science subjects however, giving limited attention to individual subjects, particularly in the field of chemistry education. Sufficient evidence is therefore, required to ascertain the effectiveness of implementing virtual and augmented reality technologies in chemistry education at the secondary school and undergraduate levels where result of this study would be of tremendous benefit. Background: The 4 th industrial revolution has highlighted the need for embracing modern technology in many sectors of the society, which did not leave educational sector behind. This led to the exploration and implementation of educational technology in teaching and learning of chemistry towards promoting a fascinating educational experience and enhancing teachers" and students" overall academic performance. Research Questions: 1) What are the advantages of VR and AR systems in teaching and learning chemistry? 2) What are the disadvantages of VR and AR systems in teaching and learning chemistry? 3) What are the challenges of VR and AR systems in teaching and learning chemistry? Methodology: Selection of articles was done via manual and automatic search from Scopus, Science Direct, springer link and Web of Science databases spanning from 2015 to 2020. 778 articles were retrieved but only 46 were found relevant for this study. Findings: It was found that the most reported advantage of adopting VR and AR in teaching and learning chemistry is enhancing better understanding followed by improving learning achievement. However, the highest reported disadvantage and challenge are that they cause fatigue /nausea and technical problems, respectively.
A chemistry laboratory platform enhanced with virtual reality for students’ adaptive learning
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Research in Learning Technology 2020. © 2020 O. C. Agbonifo et al. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.