Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry

Autor/inn/en	Gallardo-Williams, Maria T.; Dunnagan, Cathi L.
Titel	Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.500-503 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallardo-Williams, Maria T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00321
Schlagwörter	Organic Chemistry; Minority Group Students; Disproportionate Representation; Computer Simulation; Science Laboratories; Inclusion; College Science; Science Instruction; Teacher Student Relationship; College Faculty; North Carolina (Raleigh) + Suchen Sie Ihr Suchwort? Organische Chemie; Computergrafik; Computersimulation; Inklusion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	Equal access to an instructor's time and attention can be a barrier experienced by many underrepresented minorities. An instructor's own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01