From textbook to touchscreen: How virtual labs make science safer and boost student confidence
Monash University
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Monash University researchers have explored how augmented reality and virtual experiments can help chemistry students feel confident in class
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AR and virtual tools can remove educational barriers for students and ensure experiments can be done safely, repeatedly and show experiments at a scale that help students better understand
A new study published in the Journal of Chemical Education investigates how using augmented reality (AR) tools can help chemistry students learn by doing experiments in a safe, virtual or semi-virtual way.
Chemistry involves invisible or tiny things (atoms, molecules, radioactive decay) and abstract ideas, which can sometimes make it hard for some students to grasp.
Traditional labs can be expensive, time-consuming, or involve hazards, especially when dealing with radioactive materials.
AR and virtual tools remove many of these barriers and ensure experiments can be done safely, repeatedly, and can show things happening at a scale or speed that help students understand.
Associate Professor Tuck Ng from the Department of Mechanical and Aerospace Engineering said the research supports a future where more students, regardless of background or experience level can achieve stronger outcomes in chemistry.
“The focus is on how these new methods support better conceptual understanding, especially around topics that are difficult, abstract or risky to handle in a typical school laboratory. When students can see and interact with chemical processes (rather than just read about them or watch a teacher do them), they learn more deeply and feel more confident,” Professor Ng said.
Students from diverse backgrounds, including those who might have been less confident in science, now have an opportunity to succeed in their studies.
The researchers found that students using the AR and virtual experiments showed better understanding of the underlying chemistry principles compared to a control group using only traditional methods.
They also reported higher confidence in discussing and applying those principles.
“When students can actively interact with a simulated experiment, it bridges the gap between theory and practice, helping the invisible become visible,” Associate Professor Ng said.
The method is particularly helpful for topics that are hard to access in real labs where costs and safety concerns can be an impacting factor.
Importantly, the study suggests these tools can help reduce the “gap” between students who have easy access to advanced labs and those who don’t, supporting more equitable chemistry education.
As a result of this research, there’s an opportunity for schools to consider integrating AR or virtual lab components into their chemistry curriculum.
Teachers can use these tools to scaffold student learning by introducing a concept virtually, allowing students to interact with it safely, then following up with a real-world experiment when possible.
Overall, students benefit by exploring and practising concepts in a low-risk, repeatable environment, which builds confidence and deepens their understanding.
“Augmented reality isn’t about replacing real labs, rather it’s about enhancing access, understanding and equity in education,” Associate Professor Ng said.
The researchers recommend further work that explores how such tools perform in a wide variety of school settings, developing more virtual modules for other challenging chemistry topics, and investigating how to best combine virtual and real lab experiences for maximum student benefit.
The team is now extending their AR work into Mixed Reality (MR), which enables users to interact with both the digital and physical environments in real-time.
Read the research paper: https://doi.org/10.1021/acs.jchemed.5c00649
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