Enhancing Student Learning in Computational Chemistry through Virtual Reality: An Analysis of Blended Reality Environment (BRE)

Virtual Reality (VR) is being studied as a potential tool for teaching and learning in the field of computational chemistry. This field combines the principles of theoretical chemistry with computer programming to better understand the properties of molecules and solids. The intersection of VR and computational chemistry holds the potential to improve the educational experience for students, but there have been concerns about its effectiveness as a teaching tool.

Recent studies have shown that VR has a positive impact on student learning, though some believe it is less effective due to the lack of physical interaction with the experimental materials. However, the combination of VR with practical experiments in a blended reality environment (BRE) is seen as the most effective way to educate students and help them gain genuine, real-world knowledge.

Preliminary preparation in experiments is also an important factor in student confidence and performance. Using VR for early preparation allows students to get a better understanding of the experiment before conducting it in a real laboratory. Results from studies have shown that early preparation through VR can improve student performance and engagement, leading to increased confidence and efficiency.

In conclusion, VR can be an effective tool for teaching and learning in computational chemistry, especially when combined with practical experiments. Early preparation through VR can improve students’ understanding, confidence, and performance, leading to a more engaging and successful educational experience. Further research is needed to fully understand the potential of VR in this field, but the results so far are promising.

Read More Detail:

Jumbri, K., & Ishak, M. A. I. (2022). Can Virtual Reality Increases Students Interest in Computational Chemistry Course? A Review. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 6(3), 190–201. https://doi.org/10.36312/esaintika.v6i3.885

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