The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety

Almer Gungor ¹ ^* , Denise Kool ² , May Lee ² , Lucy Avraamidou ² ^* , Niek Eisink ² , Bauke Albada ³ , Koos van der Kolk ⁴ , Moniek Tromp ² , Johannes Hendrik Bitter ³

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¹ Odisee University of Applied Sciences, BELGIUM² University of Groningen, NETHERLANDS³ Wageningen University, NETHERLANDS⁴ Labbuddy, NETHERLANDS^* Corresponding Author

Abstract

The purpose of this study was to evaluate the impact of virtual reality on undergraduate students’ self-efficacy, self-concept, interest, and laboratory anxiety in an introductory chemistry course. We used a mixed-methods approach to improve our understanding of how these factors mediate student learning. The findings showed that (i) the use of the virtual reality application had an overall positive impact on students’ self-efficacy, self-concept, interest, and anxiety; and (ii) students who expressed some anxiety about doing the lab prior to the course reported the use of the virtual reality application decreased their levels of anxiety at the end of the lab. The implications of these findings speak to the potential value of the use of virtual reality applications in higher education and especially in situations when distance learning is the only option as well as in situations where the costs of real laboratories cannot be afforded.

Keywords

virtual reality
chemistry
lab anxiety
self-efficacy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 3, March 2022, Article No: em2090

https://doi.org/10.29333/ejmste/11814

Publication date: 26 Feb 2022

Article Views: 4320

Article Downloads: 3195

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Gungor, A., Kool, D., Lee, M., Avraamidou, L., Eisink, N., Albada, B., van der Kolk, K., Tromp, M., & Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2090. https://doi.org/10.29333/ejmste/11814

Vancouver

Gungor A, Kool D, Lee M, Avraamidou L, Eisink N, Albada B, et al. The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. EURASIA J Math Sci Tech Ed. 2022;18(3):em2090. https://doi.org/10.29333/ejmste/11814

AMA

Gungor A, Kool D, Lee M, et al. The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. EURASIA J Math Sci Tech Ed. 2022;18(3), em2090. https://doi.org/10.29333/ejmste/11814

Chicago

Gungor, Almer, Denise Kool, May Lee, Lucy Avraamidou, Niek Eisink, Bauke Albada, Koos van der Kolk, Moniek Tromp, and Johannes Hendrik Bitter. "The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 3 (2022): em2090. https://doi.org/10.29333/ejmste/11814

Harvard

Gungor, A., Kool, D., Lee, M., Avraamidou, L., Eisink, N., Albada, B., . . . Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2090. https://doi.org/10.29333/ejmste/11814

MLA

Gungor, Almer et al. "The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 3, 2022, em2090. https://doi.org/10.29333/ejmste/11814