INITIAL INVESTIGATIONS IN USING VIRTUAL REALITY TO TEACH CHEMISTRY

Virtual Reality (VR) has become a much more common household commodity thanks to the proliferation of more affordable VR devices. Whilst its use in the gaming industry is becoming widespread, its application in pedagogical environments has only just started, particularly in chemistry. As such, whether VR will aid or hinder the teaching and learning of chemistry is currently a topic of research and debate (Won, Mocerino, Tang, Treagust & Tasker, 2019). This project generated a range of VR materials designed to support students learning undergraduate chemistry. The topics included stereoisomers, VSEPR theory and introductory organic chemistry (namely addition and substitution reaction mechanisms). The VR materials were tested with both students and teaching staff, with all data audio recorded using a think-aloud protocol. Preliminary and follow-up interviews were also conducted with all participants. The students’ conceptual understanding was tested with common theoretical questions and concept inventories both before and after either a VR lesson or a paper-based version of the same theories covered in the VR lessons. The results of these trials will be discussed and their implications on the use of VR in the teaching and learning of chemistry considered

Virtual Reality, help or hindrance? A case study of two undergraduate student-generated chemistry lessons

Virtual Reality (VR) has become a much more common household commodity thanks to the proliferation of more affordable VR devices. While its use in the gaming industry is becoming widespread, its application in pedagogical environments has only just started, particularly in chemistry. As such, whether VR will aid or hinder the teaching and learning of chemistry is currently a topic of research and debate. This project sought to generate VR materials designed to support students learning undergraduate chemistry, with the specific topics decided by undergraduate student researchers. This work was undertaken in the X-reality (i.e. VR and other forms of augmented realities) laboratories at the The University of Sydney. Preliminary materials were generated, and pilot tested with student volunteers who undertook pre- and post-questionnaires followed by an exit interview. The results of these trials showed that the VR experience did enhance student engagement and understanding, but only for more complex examples. The trial volunteers felt that ball-and-stick models were adequate for simple molecular representations. Nausea was noted as a significant issue alongside concerns around the inadequate response of the hand-held controls. This same issue made movement throughout the virtual environment difficult for several students. Lastly, the student researchers found generating the VR lessons to be challenging, noting a steep learning curve with regards to creating the environments

Collaborative Laboratory for Quantitative Data Analysis

In this project, students share experimental results to perform data analysis and to develop an appreciation of precision, accuracy and reliability of experimental data and of the scientific method. The number of students taking Junior Chemistry means that the data sets are large and naturally contain random, systematic, and even deliberate errors. By forcing students to work with a wide range of measurements including their own, students develop an appreciation of the importance of the role of human error in the physical sciences. In doing so and in using spreadsheet software, key generic attributes including quantitative, problem solving and inquiry skills are developed and deficiencies in the computer skills are addressed. The project has led to real improvements in the development of generic attributes in our courses, at minimal expense

Inclusion of students who are blind or low vision in chemistry

In the School of Chemistry of The University of Sydney we aim to build an inclusive culture for all our staff and students. We have embraced changes in the undergraduate curriculum that offer diverse pathways for science students. In first-year chemistry, approximately half of all contact hours are spent in the chemistry laboratory. Laboratory work is particularly challenging for students who are blind or low vision. Historically, these students have worked with laboratory assistants that performed the experiments and informed them of the results and observations. While this allows students to adequately meet the requirements of the degree, it is not a satisfactory arrangement for them and restricts their learning potential in the laboratory. While the number of students with disabilities enrolling into science, technology, engineering and mathematics (STEM) continues to increase, they are still underrepresented as a result of technological and attitudinal barriers. This project aims to empower blind and low vision students to be in command of their own learning, with wide-ranging beneficial effects of improving their self-efficacy, self-confidence, and laboratory skills, and building a highly inclusive learning culture. According to the World Blind Union, there are more than 285,000,000 blind and visionally impaired persons around the world today. In this presentation we will discuss advanced technological developments (Supalo et al., 2016) that will help blind or low vision students to work independently in the Chemistry laboratory (Devi et al., 2023), including the use of commercially available talking scientific data loggers and braille embosser technologies to assist with data collection and analysis tasks. We aim to create a blueprint for other Schools in our own institution and beyond, and lead strategies in inclusive higher education for Australia. We have already mapped out a complete set of experiments that can be adapted, so that students who are blind or have low vision can carry them out independently. This presentation will discuss those experiments and our strategies towards implementing the whole laboratory program. REFERENCES Devi, P., Motion, A.,  Bhattacharya, J., Supalo, A. C., & Schmid, S. (2023) Unpublished results, The University of Sydney. Supalo, C. A., Humphrey, J. R., Mallouk, T. E., Wohlers, H. D., & Carlsen, W. S. (2016). Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics. Chemistry Education Research and Practice, 17(4), 1174-1189

Students’ learning styles and academic performance in first year chemistry

Many factors influence students’ learning – such factors include (but are not limited to) students’ learning style preferences, their interest in the material under study, and the learning environment. A student’s learning style preference refers to the way they respond to stimuli in a learning context, and to their characteristic way of acquiring and using information. These learning styles recognise that individuals learn in different ways, and thus that the students in any course will place a variety of different interpretations onto their lessons (Bailey and Garratt 2002). Felder (1993) reported that alignment between students’ learning styles and an instructor’s teaching style leads to better recall and understanding, as well as to more positive post-course attitudes. Since learning style preferences vary between students, the most effective mode of instruction will also vary. Furthermore, it has been reported that teaching is most effective when it caters for a range of learning styles, in part because occasionally having to learn in a less preferred style helps to broaden students’ range of skills (Felder, Felder and Dietz 2002). If any consideration is to be given to accommodating students’ learning style preferences when considering the design of instructional or assessment materials, then it is necessary to know firstly whether the academic performance of students is dependent upon their preferred learning style, and secondly the distribution of learning style preferences within a student cohort must be known. This paper reports the distribution of learning styles amongst first year chemistry students at the University of Sydney, and investigates the relationship between academic performance in the end-of-semester examination and these styles. Some of the implications of these findings for teaching and learning are also discussed

TECHNOLOGICAL SOLUTIONS TO EMPOWER STUDENTS WHO ARE BLIND OR LOW VISION AS INDEPENDENT LEARNERS IN THE CHEMISTRY LABORATORY

In June 1994, representatives of governments and international organisations around the globe ratified the ‘Salamanca Statement on Principles Policy and Practice in Special Needs Education’ (UNESCO, 1994). This rights-based focus on inclusive learning furthered the goals of Education for All (World Conference on Education for All: Meeting Basic Learning Needs, 1990) of providing quality basic education for all children, youths and adults. Today, the importance of inclusion of people with disabilities within education continues to be recognised in the international community and is explicitly mentioned in the targets of the United Nations’ Sustainable Development Goals (United Nations). While emerging evidence indicates an increase in the number of students with disabilities enrolling into science, technology, engineering and mathematics, this population is still underrepresented as a result of technological and attitudinal barriers. At the School of Chemistry, at The University of Sydney, we are aiming to build an inclusive learning environment for all. This paper will discuss the advanced technological developments over the last ten years which have helped students who are blind or low vision (BLV) to work independently in the Chemistry laboratory (Devi et al., 2021). This paper will also highlight our future endeavours to further enhance the laboratory learning experience of BLV students. REFERENCES Devi, P., Motion, A., Bhattacharya, J., Supalo, A. C & Schmid, S. (2021) Unpublished results, The University of Sydney. United Nations. Sustainable Development Goals and Disability. Retrieved June 6, 2021 from https://www.un.org/development/desa/disabilities/about-us/sustainable-development-goals-sdgs-and-disability.html. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education, World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7- 10 June. https://unesdoc.unesco.org/ark:/48223/pf0000098427. World Conference on Education for All: Meeting Basic Learning Needs, (1990). World declaration on education for all and framework for action to meet basic learning needs adopted by the World Conference on Education for All: Meeting Basic Learning Needs, Jomtien, Thailand, 5-9 March 1990. https://bangkok.unesco.org/sites/default/files/assets/ECCE/JomtienDeclaration.pd

Investigating the efficacy of flipped learning to promote student engagement and achievement

The use of pre-lecture resources including key content videos and mastery quizzes to promote student engagement with a second year chemistry course has been investigated. Students’ accessing and completion of the pre-lecture materials remained high throughout the semester. The average view count for the videos ranged from 1.2 to 1.8 times per week, depending on the complexity of the material. The attempt counts for the weekly quizzes followed the trend of the view count, ranging between 2 and 6 attempts over the 10 weeks that specific pre-lecture resources were available. Student perceptions of the partially flipped approach were approximately equally split between favouring traditional and flipped approaches at the beginning of the semester. They were particularly supportive of a more active approach to lectures with worksheets and access to lecturers for questions. Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, Sept 28th to 30th, 2016, page X, ISBN Number 978-0-9871834-4-6

Attitudes and motivations for studying STEM courses and pursuing a STEM career

Science Technology Engineering and Mathematics (STEM) is responsible for the great innovations that make our world a better place to live. Studies in the US have revealed that advancements in STEM have accounted for more than half of economic growth in the later part of the 20th century (Jobs for the Future, 2005). Despite the considerable research interest, an insight into student choices and influences primarily has focused on a single underlying factor (Tyson, Lee, Borman, & Hanson, 2007). Using the theoretical framework of self-efficacy (Bandura, 1977), the current research took a holistic approach of students’ motivations and career aspirations in the STEM field. This was achieved by investigating if tertiary educational experiences, socioeconomic and cultural background influenced students’ motivation and career aspirations in STEM. Surveys were administered to first and final year STEM students (N=1200) at an Australian university that measured students’ general self-efficacy, subject specific self-efficacy, career aspiration, cultural and socioeconomic backgrounds while further insight of their motivations and career goals were sought with one-on-one interviews (N=15). Analysis of the survey data indicates students’ high school subject experiences and parental guidance influenced their initial choice in studying a STEM course at university. Furthermore, interviews revealed the important role academics play in motivating students to continue studying a STEM course and pursuing a STEM related career

Can one version of online learning materials benefit all students?

Computers have had a significant impact on teaching and learning in recent years. When used as cognitive tools, computers can enable students to develop higher levels of cognitive processing by displaying information as both text and graphics to facilitate retention and transfer (Kozma 1987). For many students, chemistry is a subject that involves a novel set of terminology and symbology, and an array of abstract concepts and mental images not consistent with their observations and experiences of the world (Rusay 2003). Information and communications technology (ICT) offers the opportunity to help students develop understanding of these abstract concepts by illustrating them with multimedia simulations, thereby making them more concrete. ICT instruction can be reviewed multiple times, allowing the learner to control the pace of learning (Tissue, Earp and Yip 1996). Furthermore, students can access online pre-laboratory work at any time thereby allowing them flexibility whilst offering the university a cost effective means of delivery