Exploring 3‐D virtual reality technology for spatial ability and chemistry achievement

We investigated the potential of S econd L ife ® ( SL ), a three‐dimensional (3‐ D ) virtual world, to enhance undergraduate students’ learning of a vital chemistry concept. A quasi‐experimental pre‐posttest control group design was used to conduct the study. A total of 387 participants completed three assignment activities either in SL or using two‐dimensional (2‐ D ) images. Students were administered an 11‐question chemistry achievement test and two measures of spatial ability ( P urdue V isualization of R otations T est, C ard R otations T est). Although analyses of covariance revealed no statistically significant differences between the two groups as a whole for any of the outcome measures, a subgroup analyses was conducted to decompose the relative impact of 3‐ D virtual reality instruction within SL . We found that students classified as having poor spatial ability showed significantly greater improvement in understanding the 3‐ D nature of molecules if they did relevant activities in a 3‐ D virtual world than those students who only worked with 2‐ D images.