Virtual and augmented reality for visualization in chemistry teaching

Abstract

The metaverse is considered as a promising learning environment that is attractive to all participants in the educational process. The purpose of the study is to study the effectiveness of the use of virtual and augmented reality in the context of the Metaverse for visualization in chemistry teaching. The research methodology is based on the concept of the Metaverse as an immersive environment that combines the real and virtual worlds using AR/VR technologies, creating an innovative educational environment. Analytical, experimental, psychodiagnostic, and statistical research methods were used in the study. It was attended by 40 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences. The following methods were used: Motivation of educational activity: levels and types (methodology of I. S. Dombrovskaya), Diagnostics of self-actualization of personality (methodology of A. V. Lazukina in adaptation by N. F. Kalina), A test questionnaire for self-organization of activities, as well as a test control of knowledge of chemistry. It is shown that the problem of the Metaverse and the possibility of its use in education in teaching chemistry are of considerable interest to researchers, but empirical research in this area is not sufficiently presented in the scientific literature. At this stage, immersive VR/AR technologies are used for teaching chemistry, which can be considered in the context of the Metaverse only as the initial stage of its formation, which does not detract from the importance of these technologies for improving teaching and learning. The advantage of VR/AR technologies in relation to the motivational component of the educational process, the formation of students' communicative and professional competencies in comparison with traditional chemistry training has been confirmed. Further research is planned to focus on the impact of VR/AR technologies on students' anxiety levels, as well as on the development of a predictive model of the success of students' achievements in teaching chemistry using VR/AR technologies in the context of the Metaverse.