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<p>Instructors use various approaches to teach introductory chemistry concepts such as nomenclature, atomic structure, and reaction balancing. Such approaches have different impacts depending on the topic being taught. This study investigates student learning and perspectives for two such approaches within an introductory chemistry course: study guides and immersive virtual reality. Guided by cognitivism, embodied cognition theory and affordances theory, this mixed-method study collected data using pre/post tests, a student questionnaire, an instructor focus group, and classroom observations (n = 298 students). Our quantitative findings illustrate no learning differences by treatment for nomenclature and reaction balancing, but show a significant difference for immersive virtual reality with atomic structure. Our qualitative findings show mixed student and instructor perspectives on using study guides versus immersive virtual reality. We discuss general and practical implications for using study guides and immersive virtual reality in large undergraduate chemistry courses.</p>

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Impact of a Study Guide Versus an Immersive Virtual Reality Approach on Student Learning and Perspectives for Introductory Chemistry

  • 期刊论文

  • 发表日期：

    2026年6月16日

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  • Leul Tigabu,
  • Akalpreet Sidhu,
  • Ryan Hayashi,
  • Eric Person,
  • Dermot F. Donnelly-Hermosillo

摘要

Instructors use various approaches to teach introductory chemistry concepts such as nomenclature, atomic structure, and reaction balancing. Such approaches have different impacts depending on the topic being taught. This study investigates student learning and perspectives for two such approaches within an introductory chemistry course: study guides and immersive virtual reality. Guided by cognitivism, embodied cognition theory and affordances theory, this mixed-method study collected data using pre/post tests, a student questionnaire, an instructor focus group, and classroom observations (n = 298 students). Our quantitative findings illustrate no learning differences by treatment for nomenclature and reaction balancing, but show a significant difference for immersive virtual reality with atomic structure. Our qualitative findings show mixed student and instructor perspectives on using study guides versus immersive virtual reality. We discuss general and practical implications for using study guides and immersive virtual reality in large undergraduate chemistry courses.