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4 Experiments and Evaluations

4.1 Experimental Setup

This section describes the experiment and evaluation of MMVL. Our MMVL has been implemented in MS Visual Studio 2010 using OpenGL on HP Corei3 Laptop having specification 2.4GHz processor, 2GB RAM and Intel(R) HD Graphics card. The Nintendo wiimote was used as interfacing device. Similarly, a LED screen of 40 inches was used for display during experimentation.

4.2 Experimental Protocol and Task

In order to evaluate the MMVL, fourteen students participated in the experiments. They were the 10th class students of government high school. They were in the same class and had ages from 16 to 18 years. We selected one of their course experiments The Standardization of Sodium Hydroxide. They were taught using the traditional classroom method by the same teacher. These students were divided into two groups (i.e. G1, G2) each containing seven participants. The students in G1 used the MMVL while those in G2 did not. As all the participants had no prior experience of VR systems, therefore, they were briefed with the help of 20 minutes demonstration about the use of the MMVL. For example, they were taught that how they will navigate in the environments. Similarly, they were also guided about the selection and manipulation of chemicals and apparatuses. Then each participant was asked to work in the MMVL. One of a participant performs the virtual experiment as shown in figure 7. Each participant filled a questionnaire after getting experience in MMVL. Then both G1 and G2 were taken to a chemistry laboratory where they had to perform the simulation of experiment. Here the data of the students performance were collected again through a questionnaire.

Fig. 7. Simulation of an experiment by one of the participants in MMVL

4.3 Analysis

This section describes the data analysis accumulated from the evaluation. The analysis of the questionnaire filled by students in G1 (group 1). There were seven questions in this questionnaire. The objective of these questions was to evaluate the following aspects of MMVL:

D The effect of MMVL on students learning in chemistry education.

D Realism of the system.

D Ease of interaction in MMVL.

The students had to answer these questions on a scale of 1 to 5. Where 1= low and 5 = very high level. The analysis of these responses is given below.

Statistical and Subjective Assessment. This subsection presents the statistical results of the MMVL which we obtained from participants. By using MMVL all of the participants completed their virtual experiments in an average time of 12 minutes.

The first question which are related to learning for which 75% students selected the highest level as shown in figure 8(a).

For question 2 which are related to realism of MMVL, 68% students selected for the very highly real option as shown in figure 8(b).

The next question which was related to the easiness of interaction in MMVL got the vote 67% students for the highest option as shown in Figure 9.

Similarly 75% students selected the highest level for usefulness and 67% students selected the highest level of confidence they feel after performing the experiment in MMVL as shown in figure 10(a) and 10(b) respectively.

Fig. 8. Learning and realism in MMVL

Fig. 9. Easiness of interaction in MMVL

The second part of the questionnaire was filled by both the groups (G1 and G2) during their session in the laboratory (real situation). The data recorded in the second section were consisting of their ability to identify various chemicals, apparatuses and their function and to perform the experimentin the real environment in the correct manner. Comparing the MMVL trained group (G1) with untrained group (G2) we observed a great difference in their success rate (see Fig.11). Here the mean success rate of G1 is 83.5% while that of G2 is only 32.7%.

Fig. 10. Usefulness and confidence of MMVL

Fig. 11. Comparison of trained vs. untrained students

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