As the society has become highly technological and scientific knowledge-based global entity, it is important to prepare students with STEM knowledge from early stages of education and throughout to address personal, societal, and global needs to become future leaders. A platform for delivering, collecting, and processing information is being shifted to use technology. Regardless of the importance of STEM proficiency, students with learning disabilities (LD) often experience difficulties in learning chemistry and chemistry-related content. Here, we aim to implement innovative virtual reality (VR) in coordination with molecular dynamics (MD) simulations for teaching chemistry to high school students with LD. VR is a computer-based three-dimensional tool that has attracted a great amount attention in engineering fields. The VR has potentials to lower the threshold in learning chemistry by providing hands-on experiences in a three-dimensional space where students can dynamically manipulate and simulate chemical reaction. Students with LD will particularly benefit from VR as it visualizes theorical, abstract, and chemistry concepts in more accessible and easy manners. For our study, essential chemical reactions (e.g., combination and decomposition) will be described by MD simulations and the chemical reactions will be monitored and visualized by the interactive VR technology. We believe our work will help provide audience a “how-to” guideline of using the VR technology.

Virtual reality in teaching chemistry for high school students with leaning disability

ACS Spring 2022

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