Interactive Immersive Virtual Reality to Enhance Students’ Visualisation of Complex Molecules
Interactive Immersive Virtual Reality to Enhance Students’ Visualisation of Complex Molecules
复制标题
交互式沉浸式虚拟现实增强学生对复杂分子的可视化
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
R. Tasker
中科院分区：
文献类型：
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作者：
Mihye Won;M. Mocerino;Kok‐Sing Tang;D. Treagust;R. Tasker
多年来，计算机辅助可视化在帮助学生更好地理解分子相互作用方面发挥了重要作用。然而，学生们仍然需要将屏幕上的2D图像转化为他们脑海中的3D分子结构，他们经常发现，要在脑海中描绘出清晰的复杂分子图景是具有挑战性的。作为分子可视化的替代平台，沉浸式虚拟现实(VR)为解决学生的困难带来了巨大的希望。为了考察沉浸式VR环境的教育可能性和局限性，我们采用了一种设计研究方法。我们开发了一系列学习活动，向学生传授一种酶及其与底物的相互作用，然后在沉浸式VR环境中进行用户研究。22名大学化学一年级学生参与了这项用户研究。他们的虚拟现实课程以及前后访谈都被录制下来，随后进行了分析，以了解沉浸式虚拟现实活动的各种特征如何支持和阻碍学生的概念理解以及他们将分子可视化的能力。讨论了未来的研究方向和对化学教学的启示。
Computer-aided visualisation has played an essential role in helping students construct a better understanding of molecular interactions over the years. However, students still need to translate 2D images on a screen into 3D molecular structures in their minds, and they often find it challenging to develop a clear mental picture of complex molecules. As an alternative platform for molecular visualisation, immersive virtual reality (VR) holds great promise for addressing students’ difficulties. To examine the educational possibilities and limitations of immersive VR environments, we adopted a design research approach. We developed a series of learning activities to teach students about an enzyme and its interactions with substrates and then conducted a user study in an immersive VR environment. Twenty-two first-year university chemistry students participated in the user study. Their VR sessions along with pre- and post-interviews were video-recorded and later analysed to understand how various features of the immersive VR activities supported and impeded students’ conceptual understanding and their ability to visualise molecules. Future research directions and the implications for chemistry teaching are discussed.