pubs.acs.

org/jchemeduc Technology Report

Using Virtual Reality to Demonstrate Glove Hygiene in Introductory

Chemistry Laboratories
Rebecca M. Broyer,* Kenny Miller, Shalini Ramachandran, Sheree Fu, Karen Howell,
and Steven Cutchin
Cite This: J. Chem. Educ. 2021, 98, 224−229 Read Online

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ABSTRACT: In recent years, immersive technology tools have

burgeoned. After the release of the affordable Oculus Go headset
and the Merge Cube, there has been increasing use of virtual,
Downloaded via 45.238.183.99 on October 16, 2022 at 02:22:51 (UTC).

augmented, and extended reality (VR, AR, XR) in classrooms. Of

significance to chemistry educators are the virtual lab simulations
developed by Labster and HoloLab Champions and the VR app
Nanome, which can be used to virtually manipulate chemicals and
proteins. So far, however, there are no commercially developed
products that address the transfer of chemicals and contaminants
during experiments or procedures that require gloves. Herein, we
discuss how VR can be used as an active learning approach to lab
safety about correct glove hygiene. The work is the result of a collaboration among chemistry, computer science, and library faculty
on a VR instructional module on glove hygiene. This experience is useful to bring a realistic and interactive laboratory experience to
students who may have limited experience in a laboratory setting. Additionally, the project explores how to optimally use the
academic library space to deploy the VR module to a large number of student users. Despite shortcomings we encountered in the
first phase of development, we believe that, with technological improvements, there is significant potential for a virtual reality
instructional environment that teaches glove hygiene when there may be limited access to physical laboratories.
KEYWORDS: First-Year Undergraduate/General, Safety/Hazards, Computer-Based Learning, Internet/Web Based Learning,
Laboratory Instruction, Distance Learning/Self Instruction, Titration/Volumetric Analysis, Student-Centered Learning

■ INTRODUCTION
Undergraduate chemistry laboratories are an essential part of
lab setting before entering the lab with the overall goal of
reducing negative feelings associated with a chemistry lab.25
undergraduate chemistry education. Laboratories have a In the current work, we present a novel virtual reality
laboratory experience that allows students to become familiar
number of potential safety hazards associated with them,
with the undergraduate chemistry laboratory space and one
ranging from hazardous chemicals to complex instrumentation
aspect of lab safety: proper glove use in the lab. This virtual
used in the laboratories. A student who begins their under-
reality laboratory application is available to students without
graduate program with prior laboratory experience is better
access to a physical laboratory, enabling students to practice
prepared to handle the necessary steps to maintain chemical
laboratory safety prior to their first physical entrance into the
safety when working in a chemistry laboratory. However,
laboratory. When working in a lab, it is important to become
laboratory equipment is expensive, and because of these high
familiar with your environment, safety hazards, and what others
costs, many high schools are not able to include chemistry
around you are doing. Even though students in undergraduate
laboratories in their curriculum.1−3 As a result, undergraduate
laboratories are routinely trained in proper personal protective
students may enter university with little or no prior lab
equipment (PPE) use, they often neglect to remove their gloves
experience. In addition, several groups have reported that
when handling their personal items, adjusting their safety
students in the first year of undergraduate chemistry courses
goggles, and using their pens and pencils. Their actions can
commonly experience anxiety related to their lab experience.4−7
Some online and electronic resources are available to
laboratory students to familiarize students with the lab and Special Issue: Chemical Safety Education: Methods,
engage students with essential laboratory concepts.8−16 Culture, and Green Chemistry
Furthermore, work in the area of virtual reality as a chemical Received: February 4, 2020
education tool in the laboratory has recently been pub- Revised: June 17, 2020
lished.17−24 Clemmons et al. describes a 360° virtual laboratory Published: July 21, 2020
experience in which first-year students become familiar with the
© 2020 American Chemical Society and
Division of Chemical Education, Inc. https://dx.doi.org/10.1021/acs.jchemed.0c00137
224 J. Chem. Educ. 2021, 98, 224−229
Journal of Chemical Education
cause a network of invisible chemicals to spread and may lead to
cross contamination (Figure 1). Becoming aware of the impact
of improper glove use in a virtual environment is expected to
enforce hygiene concepts for students when they use gloves in a
real lab environment.
Figure 1. Network showing how contamination by chemicals is
transferred on gloves from space 1 to space 2 and then continues to
spread within those spaces.
The virtual reality application developed here serves to
familiarize first-year students with the university laboratory
setting and introduces basic glove safety. The experiment is
designed to prompt users to carry out a titration experiment in
an immersive virtual reality headset. In order to create a more
realistic experience, distractions are programmed into the
experiment. At the end of the experiment, a playback shows
the students all the surfaces their gloves touch. In a traditional
undergraduate chemistry environment, students are trained for
best practices in glove use. The glove material is selected on the
basis of what chemicals are being used. Students are instructed
to avoid unintentional spreading of chemicals by removing
gloves before leaving the work area and before touching cell
phones, laptops, door knobs, writing utensils, and laboratory
notebooks. However, despite this training, students need to be
continuously reminded to remove gloves, when appropriate, to
avoid cross contamination. Our virtual reality module seeks to
reinforce the importance of glove hygiene by making the
invisible spread of chemicals from improper glove use visible to
students via immediate visual feedback.
■ DEVELOPMENT OF THE VIRTUAL REALITY
APPLICATION
The application was created to improve glove compliance
among undergraduate students in chemistry laboratories. It was
designed to supplement and reinforce the existing means of
education given to undergraduates (verbal instruction, video,
written manuals) on proper glove use. An additional goal of the
experience was to provide students with a sufficiently realistic
view of the lab within the virtual reality application so that they
feel familiar with the laboratory environment prior to their first
Figure 2. (a) Virtual workbench in the virtual environment. (b) Long shot of the virtual laboratory.
pubs.acs.org/jchemeduc Technology Report
time working in the lab. Data was collected from student users
via pre-experiment and post-experiment questionnaires with
approval from the University’s Institutional Review Board.
The virtual reality experience was developed using the Unity
Game Engine developed by Unity Technologies and deployed
on the Oculus Quest Virtual Reality headset. The Oculus Quest
headset is a stand-alone virtual reality system with 6 DOF and
inside out tracking with a resolution of 1440 × 1600 per eye, a 72
Hz refresh rate, a Qualcomm snapdragon 835 processor, and 4
GB of RAM. The immersive virtual application was developed
with the Unity gaming engine using standard virtual reality
support extensions. Models for the laboratory glassware,
physical environment, and additional in-environment objects
such as phone and printer were built using Blender and imported
into the environment directly. Available stock models were
insufficient to work with for game triggers, liquids transfer, and
hand manipulation, and so, new models needed to be designed
and built. The new models were created on the basis of
photographs of the actual laboratory environment and designed
to match the actual lab space at the University of Southern
California as much as possible (Figure 2).
Within the virtual environment, the student users were
prompted using simple visual pop-ups that gave them
instructions on what actions to take next (Figure 3). In-
environment prompts for engagement and interruption were
implemented using standard in-game triggers and timers, and
the performance was recorded internally for potential later
export. Liquids for pouring were implemented using the Unity
platform particle system with a modest number of particles.
Contact tracking and hand management proved to be highly
sensitive to both user interaction and model construction.
Additionally, scripts to track hand collision with the environ-
ment were carefully written to avoid excessive script usage of the
device’s relatively limited CPU capabilities.
The student begins their experience by putting on the virtual
reality headset and virtually entering the environment as
represented in Figure 3. Once the headset is on, the user is
immersed within a virtual model of the laboratory such that their
view is always matched as if they are within the actual
environment. They are then prompted to begin the titration
experiment by an in-game pop-up shown in Figure 3. As they
perform the experiment, they are guided through the experience
with continued in-game pop-ups that prompt them to put on
their gloves, collect glassware, and use the buret. Throughout the
experiment, they are occasionally interrupted by in-game
prompts to respond to various events that occur in the
environment including a cellphone ringing, printer jamming,
and collecting a coffee cup. Students have been trained to
remove gloves during such interruptions. Upon completion of
the titration experiment (Figure 4b), they are then able to turn
on the display of all elements of the environment that they
contacted during the experiment and be visually shown how
225 https://dx.doi.org/10.1021/acs.jchemed.0c00137
J. Chem. Educ. 2021, 98, 224−229
Journal of Chemical Education
Figure 3. In-environment snapshots of gloved and ungloved lab interactions.
Figure 4. (a) Screenshot of the environment with a display of chemical tracing on. (b) Virtual titration experiments.
their contacts during the experiment transferred chemicals
throughout the environment (Figure 4a).
■ STUDENT USE OF THE VIRTUAL REALITY
EXPERIENCE
In Fall 2019 and Spring 2020, students at the University of
Southern California (USC) enrolled in Chemistry 107Lg and
105aLg completed online surveys after they tested the virtual
reality application. A total of 190 chemistry students shared their
challenges with and appreciation of the module. The Fall 2019
cohort completed the survey at the end of the semester, whereas
the Spring 2020 students completed the survey at the beginning
of the semester. Changes were made to the application offered to
students in the spring based on the exit survey conducted in the
fall semester.
A significant change made in Spring 2020 was to address the
speed of movement and interaction within the virtual environ-
ment. Students had noted significant nausea with the system,
and based on prior work in virtual reality, it was hypothesized
that this was due to the high speed at which students could move
through the virtual environment. Unfortunately, students in the
spring cohort continued to report a high rate of discomfort
despite the team’s efforts to mitigate nausea. In future iterations,
the research team will continue to implement features to
eliminate motion-related nausea, incorporating student feed-
back and drawing on scholarly research into nausea reduction in
virtual reality for the next phase of development. On the basis of
pubs.acs.org/jchemeduc Technology Report
feedback provided by the students who used the system, it
appears that the initial environment exceeded the Oculus Quests
CPU capabilities.26 This caused the virtual view to shake and
“jitter” when reviewing the chemical traces which made many
users uncomfortable and often nauseous. Fine tuning the
environment to the headset using Unity development tools is
expected to allow us to significantly reduce or eliminate this
issue.
In terms of feedback, student comments were mixed. Some
were ambivalent about the experience, while others embraced
the interactions and the concept as shown in the following
sampling of student comments.
“[If] there’s a way to make it feel less dizzy and clearer with
what to do, it’d be helpful. I think this is definitely really
cool but not for everyone.”
“[It] should be something for students to be able to try, but
probably not required”
“The overall experience was very interesting and an exciting
way to start chemistry labs.”
“I really enjoyed this assignment! I have never used a form
of virtual reality before and it was quite the experience. I
would love to complete another assignment similar to this in
all of my classes. I think the future of VR and technology can
greatly improve our learning experience in various domains,
especially regarding chemistry.”
Student enthusiasm for the technology was notable late in the
Fall 2019 term, where the VR module was introduced at a time
226 https://dx.doi.org/10.1021/acs.jchemed.0c00137
J. Chem. Educ. 2021, 98, 224−229
Journal of Chemical Education pubs.acs.org/jchemeduc
when students had already gone through several lab sessions. Of
the students, 23% found the experience “cool” and “fun”, despite
the prototype’s flaws. Although the Spring 2020 students
reported greatly improved navigation compared to the Fall 2019
cohort, more students requested additional instructions for tasks
and support for using the software and hardware. This difference
in reporting is thought to be due to the fact that the students in
the spring cohort had not been in the actual lab space yet and
were not as familiar with the lab environment as the fall cohort.
However, the spring students requested fewer labels for
equipment than the prior group. The improvement may be
correlated to the update that placed glassware, gloves, and other
equipment more prominently, a change designed to enable
students to find them more readily and minimize the need to
walk around in the virtual reality space.
When asked if the experience was helpful in preparing them
for safety in the lab, 49% of students, from both semesters
combined, agreed it was helpful. One of the goals of this work
was to help inexperienced students become more familiar with
the laboratories. Given that 50% of the Fall 2019 participants
found that the VR lab was a good representation of their actual
chemistry lab, we feel more confident that, with the appropriate
technological improvements in our next phase of development,
students who experience the new version will more readily
recognize and self-correct improper glove use during their actual
laboratories. An active learning application in which students
were able to visually track the spread of chemicals will better
educate the students on glove compliance compared to
traditional means of glove hygiene education which involves
traditional lecture instruction.27−29
■
IMPLEMENTATION
In order to use the virtual reality application, chemistry students
needed access to equipment (a VR headset and hand
controllers), the VR software application, and physical space
in which to move about while testing the application. To
streamline the amount of equipment handling needed to access
the virtual reality experiment, the team selected all-in-one
wireless virtual reality headsets, thus eliminating the need to use
a laptop and cables in addition to a headset to view the
simulation. The VR headsets are expensive; therefore, the
chemistry department purchased a set of 10 VR headsets to be
shared among chemistry students. A chemistry department staff
member loaded the VR software application onto each of the
headsets. Physical space was provided using a conference room
in the Chemistry Department.
During the Fall 2019 semester, a single class of 30 students
shared the VR headsets by making reservations to check out the
equipment from a teaching assistant in the department
conference room. This arrangement worked well, and the
research team learned that the VR headsets and hand controllers
could hold a battery charge for about 3 h. There were only 30
students sharing the VR headsets; therefore, the teaching
assistant could charge the equipment and control access by
having the students sign up for time slots on a schedule.
In Spring 2020, the research team expanded testing to an
undergraduate chemistry class with 13 lab sections and almost
200 students. We also decided to offer the experience at the
beginning of the semester, before the students encountered their
first physical lab experience, so the testing had to be completed
in a short period of time. In order to have so many students share
access to the VR headsets, the equipment and space needed to
227
Technology Report
be made available beyond the hours that the teaching assistant
could work or the conference room was available.
Therefore, the testing was carried out in collaboration with
USC’s Leavey Library for Spring 2020.30−32 Leavey Library
provides access to resources and spaces for learning and research
24 h a day, 6 days a week during the semester. The library already
works with faculty to support course projects, for example, by
providing laptops and audio and visual equipment for students
creating video interviews and podcasts. Providing access to
virtual reality content would build upon this foundation of
collaboration with faculty to provide interactive learning
experiences for students.
Taking advantage of the support provided by the Leavey
library, the team was able to ensure that students in the
chemistry class could access the costly shared virtual reality
headsets and complete the test of the virtual reality learning
modules within 2 weeks before students were introduced to the
physical lab space. The academic library was successful in
providing space, access control, and support to make expanded
virtual reality applications accessible to large chemistry classes.
For future testing, the research team plans to expand the testing
of the virtual reality application to a new library makerspace at
the California State University, Los Angeles, and the University
Library and the Games, Interactive Media, and Mobile
Technology Space (GIMM) at Boise State University.
■ CONCLUSION
A pilot immersive virtual reality experience that teaches students
about glove safety in the lab was developed and tested on
students over two semesters. The experience utilizes an active
learning strategy to educate undergraduate students on the
importance of glove hygiene. Although we were able to improve,
a principal complaint of nausea was not eliminated. In future
iterations of the experience, we intend to completely remove the
experience of nausea. To make the module more accessible, we
plan to create a headset-free option, where students can
participate in virtual glove safety training using their personal
computer or smartphone. This module would also be of interest
to other fields that use gloves such as health care and biology
laboratories. Early exposure to the lab space is also expected to
reduce some of the anxieties associated with undergraduate
chemistry laboratories. Overall, we feel optimistic that, with
improvements, a virtual training module for glove hygiene will
be an effective teaching tool in chemistry.
■
ASSOCIATED CONTENT
*
sı Supporting Information
The Supporting Information is available at https://pubs.ac-
s.org/doi/10.1021/acs.jchemed.0c00137.
Flyer posted at the University of Southern California by
Environmental Health and Safety Officers reminding
students to remove gloves and diagram of the virtual
reality headset kit that students checked out from USC
Leavey Library (PDF, DOCX)
Video of virtual reality experience (MP4)
■
AUTHOR INFORMATION
Corresponding Author
Rebecca M. Broyer − Department of Chemistry, University of
Southern California, University Park, Los Angeles, California
https://dx.doi.org/10.1021/acs.jchemed.0c00137
J. Chem. Educ. 2021, 98, 224−229
Journal of Chemical Education
90089, United States; orcid.org/0000-0001-8756-8667;
Email: rbroyer@usc.edu
Authors
Kenny Miller − Department of Computer Science, Boise State
University, Boise, Idaho 83702, United States
Shalini Ramachandran − College of Engineering, Boise State
University, Boise, Idaho 83725, United States
Sheree Fu − University Library, California State University Los
Angeles, Los Angeles, California 90032, United States;
orcid.org/0000-0002-2872-7928
Karen Howell − Leavey Library, University of Southern
California, University Park, Los Angeles, California 90089,
United States
Steven Cutchin − Department of Computer Science, Boise State
University, Boise, Idaho 83702, United States
Complete contact information is available at:
https://pubs.acs.org/10.1021/acs.jchemed.0c00137
Author Contributions
The manuscript was written through contributions of all
authors. All authors have given approval to the final version of
the manuscript.
Notes
The authors declare no competing financial interest.
The VR application may be downloaded for use at https://
cs.boisestate.edu/∼scutchin/chemvr.
■
ACKNOWLEDGMENTS
The authors thank the students from the University of Southern
California who participated in testing different versions of the
software. The authors would also like to thank Jaime Avila from
the Department of Chemistry at the University of Southern
California for installing the various software updates. We also
thank the laboratory director in the Department of Chemistry at
USC, Dr. Catherine Skibo for helping to implement the lab, and
the staff at the Leavey Library at USC for handling the checkout
of the headsets for student users.
■
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