An immersive simulator for improving chemistry learning efficiency

Abstract

This paper designed a virtual simulator for chemistry education and computer-mediated hands-on exercises. We compared the participants’ performances in hands-on chemistry tasks with or without score-keeping and timer and used questionnaires to measure their learning performance and perceived cognitive workload. The experimental results indicate participants’ preferences and attitudes toward efficiency and safety. Most participants reported that the learning simulator could improve learning efficiency and a sense of safety. Our findings shed light on the quality and learning performance of theory knowledge and operational skills for chemistry education.