Learning structure of molecules through virtual reality with Nanome – “In situ” experience

Abstract This study explores the use of virtual reality (VR) as a teaching tool in chemistry, focusing on students’ understanding of the relationship between molecular structure and chemical and physical properties of substances. It also examines learners’ experiences with VR, the Nanome software, and their preferences for wired versus wireless VR systems. VR-based activities were designed to combine theoretical explanations with interactive 3D visualization and problem-solving tasks across general, inorganic, organic chemistry, and biochemistry. The study involved 194 students from primary, secondary, and tertiary education in the Czech Republic, France, and Italy. After completing VR lessons, participants evaluated, using custom questionnaires, usability, motivation, perceived educational value, and understanding. Both wired and wireless systems were tested. Results show a clear preference for wireless headsets due to greater freedom of movement, easier handling, and faster setup. Most students found VR easy to use despite limited prior experience and were able to work independently after brief training. Reported issues mainly involved Wi-Fi connectivity. VR activities were considered engaging and beneficial, particularly for improving spatial understanding of chemical concepts. Overall, VR appears to be an effective and practical tool for enhancing chemistry education across educational levels.