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Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng

This research aims to create a chemistry learning application using virtual reality and the Unity Game Engine. The focus is on secondary school students, providing an interactive, immersive experience that helps them understand scientific concepts by visualizing chemical reactions. The complexity of...

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Main Authors: Zafarin, Muhammad Nabil Shah, Chew, Chiou Sheng
Format: Article
Language:English
Published: College of Computing, Informatics, and Mathematics 2024
Subjects:
Integer programming
Online Access:https://ir.uitm.edu.my/id/eprint/106117/1/106117.pdf
https://ir.uitm.edu.my/id/eprint/106117/
https://fskmjebat.uitm.edu.my/pcmj/
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spelling my.uitm.ir.1061172025-02-26T16:42:01Z https://ir.uitm.edu.my/id/eprint/106117/ Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng Zafarin, Muhammad Nabil Shah Chew, Chiou Sheng Integer programming This research aims to create a chemistry learning application using virtual reality and the Unity Game Engine. The focus is on secondary school students, providing an interactive, immersive experience that helps them understand scientific concepts by visualizing chemical reactions. The complexity of Virtual Reality (VR) in learning chemistry for secondary school is the effective implementation of VR in chemistry education requires addressing the diverse learning needs of students, providing access to appropriate technology, and ensuring that the VR experiences align with the curriculum standards and learning objectives. Traditional methods of learning chemistry are less attractive than what is needed to deal with this complexity, requiring the development of innovative solutions. The proposed approach utilizes a 3D simulation game using the Simulation-Based Edutainment Model in the ADDIE methodology to enhance deep learning among students. Virtual Reality (VR) is widely recognized as an effective tool for improving learning outcomes. Creating a fully interactive and immersive experience enables students to practice and apply their knowledge in a realistic simulation of real-life situations. The Virtual Reality (VR) in Chemistry Learning for Secondary School Students uses the systematic approach of the ADDIE Model to analyse, design, develop, implement, and evaluate VR applications enables instant feedback, personalized learning experiences, and the ability to revisit and review the content, improving student understanding and retention of complex concepts. The ADDIE Model was chosen as a methodology to create a VR experience with good instructional learning and is acceptable as an alternative way of learning. The usability evaluation conducted through the System Usability Score (SUS) questionnaire produced positive results with a score of 91.25%, demonstrating the effectiveness of Virtual Reality applications in improving chemistry learning for high school students. Future work will enrich the immersive VR chemistry education platform through advancements like realistic liquid simulations, simulated breakage, multiplayer capabilities, and enhanced physics realism, promoting collaborative learning among high school students. College of Computing, Informatics, and Mathematics 2024-10 Article NonPeerReviewed text en https://ir.uitm.edu.my/id/eprint/106117/1/106117.pdf Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng. (2024) Progress in Computer and Mathematics Journal (PCMJ) <https://ir.uitm.edu.my/view/publication/Progress_in_Computer_and_Mathematics_Journal_=28PCMJ=29/>, 1. pp. 634-650. ISSN 3030-6728 (Submitted) https://fskmjebat.uitm.edu.my/pcmj/
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic Integer programming
spellingShingle Integer programming
Zafarin, Muhammad Nabil Shah
Chew, Chiou Sheng
Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
description This research aims to create a chemistry learning application using virtual reality and the Unity Game Engine. The focus is on secondary school students, providing an interactive, immersive experience that helps them understand scientific concepts by visualizing chemical reactions. The complexity of Virtual Reality (VR) in learning chemistry for secondary school is the effective implementation of VR in chemistry education requires addressing the diverse learning needs of students, providing access to appropriate technology, and ensuring that the VR experiences align with the curriculum standards and learning objectives. Traditional methods of learning chemistry are less attractive than what is needed to deal with this complexity, requiring the development of innovative solutions. The proposed approach utilizes a 3D simulation game using the Simulation-Based Edutainment Model in the ADDIE methodology to enhance deep learning among students. Virtual Reality (VR) is widely recognized as an effective tool for improving learning outcomes. Creating a fully interactive and immersive experience enables students to practice and apply their knowledge in a realistic simulation of real-life situations. The Virtual Reality (VR) in Chemistry Learning for Secondary School Students uses the systematic approach of the ADDIE Model to analyse, design, develop, implement, and evaluate VR applications enables instant feedback, personalized learning experiences, and the ability to revisit and review the content, improving student understanding and retention of complex concepts. The ADDIE Model was chosen as a methodology to create a VR experience with good instructional learning and is acceptable as an alternative way of learning. The usability evaluation conducted through the System Usability Score (SUS) questionnaire produced positive results with a score of 91.25%, demonstrating the effectiveness of Virtual Reality applications in improving chemistry learning for high school students. Future work will enrich the immersive VR chemistry education platform through advancements like realistic liquid simulations, simulated breakage, multiplayer capabilities, and enhanced physics realism, promoting collaborative learning among high school students.
format Article
author Zafarin, Muhammad Nabil Shah
Chew, Chiou Sheng
author_facet Zafarin, Muhammad Nabil Shah
Chew, Chiou Sheng
author_sort Zafarin, Muhammad Nabil Shah
title Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
title_short Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
title_full Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
title_fullStr Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
title_full_unstemmed Virtual Reality (VR) in chemistry learning for secondary schools students / Muhammad Nabil Shah Zafarin and Chew Chiou Sheng
title_sort virtual reality (vr) in chemistry learning for secondary schools students / muhammad nabil shah zafarin and chew chiou sheng
publisher College of Computing, Informatics, and Mathematics
publishDate 2024
url https://ir.uitm.edu.my/id/eprint/106117/1/106117.pdf
https://ir.uitm.edu.my/id/eprint/106117/
https://fskmjebat.uitm.edu.my/pcmj/
_version_ 1825165089640022016
score 13.239859

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