AUTHOR=Amirbekova Elmira , Shertayeva Nailya , Mironova Ekaterina 

TITLE=Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization

JOURNAL=Frontiers in Education

VOLUME=8

YEAR=2024

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1184768

DOI=10.3389/feduc.2023.1184768

ISSN=2504-284X

ABSTRACT=<sec id="sec1001"><title>Introduction</title><p>The metaverse is a promising platform for learning that all participants in the teaching and learning process may find appealing. This study aims to investigate the effectiveness of using metaverse-related visualization technologies, such as Virtual Reality (VR) and Augmented Reality (AR), in teaching chemistry.</p></sec><sec id="sec2001"><title>Methods</title><p>The study has an experimental research design and uses the following tools to collect data: Dombrovskaya’s Motivation for Learning Scale, the SAMOAL Questionnaire, and the Self-management Questionnaire. The study sample includes 236 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences.</p></sec><sec id="sec3001"><title>Results</title><p>Results suggest that the integration of immersive VR/AR technologies in chemistry education signifies the beginning of a metaverse transition; the process, however, is in its early stages.</p></sec><sec id="sec4001"><title>Discussion</title><p>The study concludes that immersive VR/AR technologies have an advantage over traditional programs in terms of motivation and competence development. Future research can investigate the impact of VR/AR technologies on students’ anxiety and build a model for predicting student achievements in the metaverse-based chemistry classroom.</p></sec>