Using Extended Reality to Close Equity Gaps in Laboratory Training

许多本科生进入大学水平的化学课程之前没有在化学实验室的经验，通常是由于在高中实验室设施的不平等。由于实验室经验是大多数传统化学课程的一个组成部分，没有这种背景的学生可能处于不利地位，产生焦虑感，可能导致在STEM道路上缺乏持久性。这项新兴教学技术研究（RETTL）项目将为一年级化学实验课程的大学生开发沉浸式XR（扩展现实）和基于网络的（非沉浸式）学习体验。在这个项目中提出的技术将为本科化学实验室提供有效的介绍，加强他们的化学术语知识，同时最大限度地减少在不熟悉的时间设置中第一次进行实验的焦虑。新设计的模块将引导新生进入化学实验室，并向他们介绍实验，以增加他们课程的授课部分。这些模块的目的是通过主动学习，多感官学习界面来补充和加强实验室训练。虽然许多研究都专注于虚拟现实（VR）在教育中的体验，但该项目专门研究了扩展现实干预对学生的情感和认知影响，并旨在根据整个项目中学生的反馈来改进技术。此外，正如2019冠状病毒病大流行所强调的那样，有必要开发虚拟教育工具，为所有学生提供类似的体验。本项目通过将虚拟现实技术应用到化学教学中，对化学实验室体验进行了创新性的介绍。该研究将考察VR和XR培训模块在多大程度上可以帮助学生为进入化学实验室课程做好准备，加强传统的实验室培训，提高化学知识素养，并最大限度地减少与实验相关的焦虑。该项目的目标是通过XR技术提供变革性的体验，这将对一年级化学课程的本科生参与并坚持科学环境的能力产生积极影响。该项目将采用包容性设计为中心的方法来开发XR模块，学生和其他利益相关者的广泛建议将完善和改进技术。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Many undergraduates enter college level chemistry classes without prior experience in a chemistry lab, often due to unequal access to laboratory facilities in high school. Since lab experience is an integral component of most traditional chemistry courses, students arriving without this background can be at a disadvantage, creating feelings of anxiety that could lead to a lack of persistence in STEM pathways. This Research on Emerging Technologies for Teaching and Learning (RETTL) project will develop immersive XR (Extended Reality) and web-based (non-immersive) learning experiences for first-year college students taking chemistry lab courses. The technology proposed in this project will provide an effective introduction to the undergraduate chemistry lab that will reinforce their knowledge of chemistry terminology while minimizing anxiety associated with performing experiments for the first time in an unfamiliar and timed setting. Newly designed modules will orient incoming students to the chemistry laboratory and introduce them to experiments that augment the lecture portion of their courses. The purpose of these modules is to supplement and reinforce lab training through an active learning, multi-sensory learning interface. While many studies have focused on Virtual Reality (VR) experiences in education, this project specifically examines the emotional and cognitive impacts of Extended Reality interventions on students and aims to improve upon the technology, based on student feedback throughout the project. In addition, as the Covid-19 pandemic highlighted, there is a need to develop virtual educational tools that provide comparable experiences for all students. This project examines an innovative introduction to the chemistry lab experience by applying the use of virtual reality technology to chemistry education. The study will examine the extent to which VR and XR training modules can prepare students for entry to a chemistry lab course, reinforce conventional lab training, boost knowledge of chemistry literacy, and minimize anxiety associated with performing experiments. The project goal is to deliver transformative experiences through XR technology that will positively impact the ability of undergraduates in first-year chemistry courses to engage with and persist in scientific settings. The project will employ an inclusive design-centered approach to the development of the XR modules, where extensive suggestions from students and other stakeholders will refine and improve the technology.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.