Assessing the Impact of Virtual Reality on Molecular Geometry Learning for Engineering Students

This study investigates the effectiveness of Virtual Reality (VR) as a teaching tool for molecular geometry in engineering education, comparing it with traditional methods and physical 3D models. Sixty engineering students were randomly assigned to three groups, each receiving instruction through one of the methods. Pre- and post-intervention assessments were conducted using a custom rubric evaluated by two professors. Statistical analyses, including paired t-tests, ANOVA, and Tukey’s HSD post-hoc tests, were performed to assess the significance of improvements in comprehension and engagement. The results showed that VR significantly enhanced students understanding of molecular geometry, with a mean improvement of 11.15 points over traditional methods (p < 0.001) and 6.35 points over physical models (p < 0.001). The findings support the integration of VR into chemistry curricula, offering a more engaging and effective learning experience for students.