Effect of Virtual Experiments Compared to Physical Experiments on Students’ Conceptual Understanding of Chemical Kinetics Concepts

Abstract

Even though physical experiments are mandatory in science education, there has been an increasing demand for virtual experiments. This research aimed to investigate the impact of virtual experiments compared to physical experiments on students’ conceptual understanding of chemical kinetics concepts. To achieve this, a two-phase explanatory sequential mixed method approach was employed to collect and analyze quantitative and qualitative data. One group of students conducted virtual experiments (n = 25), while another group of students practiced the same topic with physical experiments (n = 26). The students’ concept maps were used as an assessment tool before and after the intervention. Concept maps are considered a more effective assessment tool compared to traditional tests as they better evaluate students’ conceptual understanding. The independent sample t-test analysis indicates no significant difference between the two groups in the post-concept maps, which suggests that the two experiments are similar in enhancing conceptual understanding. The qualitative analyses of concept maps indicate students preferred using the macroscopic levels to represent their conceptual knowledge of chemical kinetics. Future research may focus on an effective combination of virtual and physical experiments to link sub-microscopic levels to the other two levels (macroscopic and symbolic) of conceptual understanding.