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<p>Chemistry is undergoing a significant transition from macroscopic phenomenological theories to meso-microscopic precision control systems, posing substantial challenges in education. These challenges are exacerbated by traditional lecture-centric teaching, limited access to characterization instruments, the complexity of these tools, and reduced instructional time for both theoretical and practical aspects. To address these issues, a virtual simulation software/platform was developed incorporating three-dimensional (3D) static/dynamic visualization and interactive human-computer interfaces to support step-by-step (re)construction-based teaching/learning of solution structures, specifically aggregates and hydration ion clusters. The platform integrates cluster geometric construction, research methodologies, and analytical workflows, domains that typically require extensive and fragmented prior knowledge, and simulates the use of electrospray ionization time-of-flight mass spectrometry combined with theoretical computational simulations to investigate the structures and dynamic behavior of associated and polyacid ion clusters in aqueous solutions. Implemented in sophomore physical chemistry courses at Central South University of Forestry and Technology (Hunan, China), the platform produced significant learning gains in meso-microscopic theory and solution analysis (RQ1), high perceived usefulness and ease of use (RQ2), and enhanced learning motivation and self-directed intentions (RQ3), as evidenced by convergent quantitative assessments and qualitative feedback. Beyond short-term performance improvements, the present study a preliminary “virtual-real integration and progressive learning” instructional framework, in which virtual conceptualization, scaffolded simulation, and physical laboratory practice are systematically aligned. This framework supports students in bridging the macro-micro disconnect and narrowing the theory-practice gap by operationalizing cognitive and motivational principles through visual deconstruction, process integration, and interactive manipulation. Building on long-term research on solution structures and iterative teaching practical, a hybrid progressive teaching/learning model integrating virtual and real elements is established, enabling students to develop a dynamic and comprehensive understanding of chemical meso-microscale theories. The findings provide transferable design principles for theory-informed virtual laboratory development and offer practical guidance for chemistry educators and instructional designers seeking to integrate meso-microscopic concepts into undergraduate curricula.</p> Graphical Abstract <p></p>

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Advancing chemical meso-microscopic education with virtual simulation: design and evaluation of a cluster solution structure learning platform

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月6日

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  • Ning Zhang,
  • Miao Bian,
  • Deli He,
  • Xin Hu,
  • Yi Yang,
  • Mengya Zhu

摘要

Chemistry is undergoing a significant transition from macroscopic phenomenological theories to meso-microscopic precision control systems, posing substantial challenges in education. These challenges are exacerbated by traditional lecture-centric teaching, limited access to characterization instruments, the complexity of these tools, and reduced instructional time for both theoretical and practical aspects. To address these issues, a virtual simulation software/platform was developed incorporating three-dimensional (3D) static/dynamic visualization and interactive human-computer interfaces to support step-by-step (re)construction-based teaching/learning of solution structures, specifically aggregates and hydration ion clusters. The platform integrates cluster geometric construction, research methodologies, and analytical workflows, domains that typically require extensive and fragmented prior knowledge, and simulates the use of electrospray ionization time-of-flight mass spectrometry combined with theoretical computational simulations to investigate the structures and dynamic behavior of associated and polyacid ion clusters in aqueous solutions. Implemented in sophomore physical chemistry courses at Central South University of Forestry and Technology (Hunan, China), the platform produced significant learning gains in meso-microscopic theory and solution analysis (RQ1), high perceived usefulness and ease of use (RQ2), and enhanced learning motivation and self-directed intentions (RQ3), as evidenced by convergent quantitative assessments and qualitative feedback. Beyond short-term performance improvements, the present study a preliminary “virtual-real integration and progressive learning” instructional framework, in which virtual conceptualization, scaffolded simulation, and physical laboratory practice are systematically aligned. This framework supports students in bridging the macro-micro disconnect and narrowing the theory-practice gap by operationalizing cognitive and motivational principles through visual deconstruction, process integration, and interactive manipulation. Building on long-term research on solution structures and iterative teaching practical, a hybrid progressive teaching/learning model integrating virtual and real elements is established, enabling students to develop a dynamic and comprehensive understanding of chemical meso-microscale theories. The findings provide transferable design principles for theory-informed virtual laboratory development and offer practical guidance for chemistry educators and instructional designers seeking to integrate meso-microscopic concepts into undergraduate curricula.

Graphical Abstract