Investigating the effect of 3D immersive virtual reality technology on student interest, motivation and performance in undergraduate chemistry Donna Hitlal 1 Department of Chemistry, Faculty of Science and Technology, The University of the West Indies, St. Augustine Campus, Trinidad and Tobago This study evaluates the effect of Immersive Virtual Reality (IVR) with the use of Head Mounted Displays (HMD’s) on the motivation, interest and performance of students in the first-year undergraduate chemistry program at THE UWI, STA. One hundred and twenty students who were enrolled in CHEM 1066 – Introduction to Chemistry I, volunteered to participate in this study. The students were divided into 2 groups; 60 students exposed to the scheduled classes and tutorials as well as 3D IVR content applicable to the course, while 60 were exposed to only the scheduled classes and tutorials. The 3D IVR content comprised atomic structure, group and periodic trends and the fundamentals of bonding. The Chemistry Motivation Questionnaire II (CMQ-II) was applied both pre- and post-trial and the data was treated with a One-Way single factor ANOVA. It was found that there were improvements in self-efficacy and self-determination but no change in intrinsic motivation, career motivation and grade motivation in the group that was exposed to the Immersive VR content with the HMD’s. The Chemistry Study Interest Questionnaire (C-SIQ), adapted from the Study Interest Questionnaire (SIQ) was applied both pre- and post-trial. The results showed that there was an increase in student interest in the group that was exposed to the 3D IVR content with the HMD’s. Post-trial, a quiz was applied to both groups and a comparison of the grades showed that there was an improved performance in the group exposed to the 3D IVR content. References 1. Gabunilas, L.; M., Adlao, E.M.Y.; Burns, K.; Chiu, J. S.; Sanchez, S. S. Utilizing Portable Virtual Reality in Teaching Chemistry. University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. 2018. 2. MEL Chemistry VR Lessons. https://melscience.com/US-en/vr/ (Accessed 11/11/2022). 3. Schiefele, U.; Krapp, A.; Wild, K.P.; Winteler, A. Der “Fragebogen zum Studieninteresse” (FSI). The Study Interest Questionnaire (SIQ). Diagnostica. 1993. 39, 335–351. 4. Glynn, S. M.; Brickman, P.; Armstrong, N.; Taasoobshirazi, G. Science Motivation Questionnaire II: Validation With Science Majors And Nonscience Majors. Journal of Research in Science Teaching. 2011. 48 (10), 1159–1176
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