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The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning. [ABSTRACT FROM AUTHOR]

A follow-up study was conducted with foundation-year chemistry students who were taught in an inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes, experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixed-methods research design that involved both experimental and comparison groups. Using the CAEQ (Chemistry Attitudes and Experiences Questionnaire) and the ASCI v2 (Attitude toward the Study of Chemistry Inventory), the findings of this study indicated that inquiry-based chemistry learning experience improves the students' intellectual accessibility and emotional satisfaction as well as develops their self-efficacy levels while pursuing intensive pre-medical courses in chemistry. The results of the qualitative data analyses using a course experience questionnaire indicated that the process-oriented guided inquiry learning (POGIL) experience helped the students succeed in rigorous pre-medical chemistry courses and gained some process skills required in the medical programme as listed by the AAMC (American Association of Medical Colleges). [ABSTRACT FROM AUTHOR]

The article cites a study conducted at Curtin University of Technology in Perth, Western Australia, regarding designs and effects of online pre-laboratory exercises and resources on non-major chemistry students, in an introductory first year chemistry course. Weekly online pre-laboratory exercises were done to prepare and provide the students basic information for weekly experiments, and to increase the link between theory and practical work. The aim of the study was to provide students the flexibility of learning online, getting immediate feedback, and opportunity to revisit problems. Visual supplements, exercises according to the level of understanding, and preparing students for better laboratory activities were the benefits cited by the students who participated in the study.

This paper examines the learning strategies of first-year non-major chemistry students who commonly have limited chemical and mathematical backgrounds that influence their attitude, motivation and approach to learning chemistry. Nearly all students identified multiple learning strategies. Most commonly reported were traditional strategies such as practicing problems, studying worked solutions, highlighting notes, re-writing notes, memorizing notes and working with other students. By probing students' opinions about the learning strategies th! use and the factors that influence their choice, the data indicated that teaching and assessment strategies direct students' choice of learning strategies. The study provided evidence that `many students are interested in their own learning and have a high level of metacognitive awareness that could be further utilised. An awareness of this appreciation could be used to more effectively teach this particular group of undergraduate chemistry learners. [ABSTRACT FROM AUTHOR]