Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

This research focuses on an innovative approach to the practical teaching of High Performance Liquid Chromatography (HPLC), specifically exploring the application of Virtual Reality (VR) in undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been limited due to a substantial student population and the prohibitively high costs of these systems. To overcome these challenges, we developed our own in-house multi-user VR software, as well as a VR digital twin model of HPLC instruments in our laboratory and placed multiple copies of these in a training environment, aiming to simulate a realistic, interactive, and immersive learning HPLC environment. The investigation of its effectiveness included a group of first year undergraduate students with no previous HPLC experience, aiming to assess the reception of the VR learning environment among a student cohort. The use of the VR software positively influenced student engagement with HPLC training. Survey results indicate that the majority of students greatly enjoyed the VR sessions, with many students reporting a heightened interest in practicals and self-reporting that they learned better than they would have using text or PowerPoints, though formal assessment is needed to quantify its impact on learning outcomes. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR learning environments equipped with digital twins of laboratory equipment can greatly enhance practical teaching, particularly in areas constrained by equipment accessibility. This work, therefore, offers compelling insights into the potential of VR learning environments in reshaping HPLC practical teaching in undergraduate education

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality Digital Twins

This research focuses on an innovative approach to High Performance Liquid Chromatography (HPLC) practical teaching, specifically exploring the application of Virtual Reality (VR) digital twin models to revolutionize undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been severely limited due to the substantial student population and the prohibitively high costs of these systems. To surmount these constraints, we designed and developed custom in-house multi-user VR software and created a VR digital twin model of the HPLC instrument in a training environment containing multiple HPLCs, aiming to simulate a realistic, interactive, and immersive learning environment. The investigation included a group of undergraduates with no previous HPLC experience, assessing the effectiveness of the VR digital twin model juxtaposed with conventional teaching methods. Results exhibited a marked improvement in student comprehension of HPLC and their engagement levels, with the VR digital twin model serving as a significant enhancer. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR digital twin models can revolutionize practical teaching, particularly in areas constrained by equipment accessibility. This paper, therefore, offers compelling insights into the transformative potential of VR digital twin models in reshaping HPLC practical teaching in undergraduate education

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

This research focuses on an innovative approach to the practical teaching of High Performance Liquid Chromatography (HPLC), specifically exploring the application of Virtual Reality (VR) in undergraduate education. Traditionally, the exposure to HPLC instrumentation for undergraduates has been limited due to a substantial student population and the prohibitively high costs of these systems. To overcome these challenges, we developed our own in-house multi-user VR software, as well as a VR digital twin model of HPLC instruments in our laboratory and placed multiple copies of these in a training environment, aiming to simulate a realistic, interactive, and immersive learning HPLC environment. The investigation of its effectiveness included a group of first year undergraduate students with no previous HPLC experience, aiming to assess the reception of the VR learning environment among a student cohort. The use of the VR software positively influenced student engagement with HPLC training. Survey results indicate that the majority of students greatly enjoyed the VR sessions, with many students reporting a heightened interest in practicals and self-reporting that they learned better than they would have using text or PowerPoints, though formal assessment is needed to quantify its impact on learning outcomes. Notably, students reported a heightened confidence in their operational understanding of the instrument and exhibited a more profound grasp of the underlying theoretical concepts. In light of these findings, we propose that VR learning environments equipped with digital twins of laboratory equipment can greatly enhance practical teaching, particularly in areas constrained by equipment accessibility. This work, therefore, offers compelling insights into the potential of VR learning environments in reshaping HPLC practical teaching in undergraduate education