Immersive virtual worlds provide an opportunity for active learning outside of the traditional classroom. In order to better understand the benefits, limitations, and challenges of learning in virtual worlds, over 250 General Chemistry 2 students at a flagship state university performed two experiments in either the virtual world of Second Life (SL) or in a real-world (RW) lab during two semesters of this study. Results are presented for students’ academic performance on lab quizzes and lab reports, their kinesthetic skills as measured by a laboratory practicum, students’ perceptions of chemistry, and opinions expressed by the students performing the SL experiments. A comparison of students’ grades associated with the two experiments shows that the SL group performed equal to or better than the RW group for lab reports and lab quizzes. Students assembled a laboratory apparatus used in a previous SL- or RW-based experiment for their lab practicum. Overall, the SL group performed just as well as the RW group even though they had never physically performed the assembly. Both groups showed similar attitudes about chemistry before and after the laboratory course. Students in the SL group had positive views of their experiences performing the SL experiments. These results demonstrate that virtual worlds can provide an educational environment that is equivalent to the real world in terms of students’ attitudes and academic performance.

General chemistry students perform as well in a virtual world as they do in a real-world laboratory

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.