Digital Alchemy: Technological Advancements in the Teaching of Chemistry- a Review

Abstract

Purpose: The purpose of this review is to systematically examine the integration of modern technological tools in the teaching of chemistry. It aims to highlight how innovations such as virtual laboratories, simulation software, augmented and virtual reality (AR/VR), and gamified platforms have influenced pedagogical practices and student learning outcomes in chemical education.

Methodology: This review is based on a thematic analysis of peer-reviewed, open-access literature published between 2018 and 2024. Sources were selected using academic databases such as ScienceDirect, MDPI, Springer Open, and arXiv, with a focus on studies that report empirical data or offer theoretical insights into the use of technology in chemistry education.

Results/Analysis: Findings reveal that virtual labs and simulation platforms enhance conceptual clarity, especially in topics involving molecular modelling and reaction mechanisms. AR/VR tools significantly improve learner engagement and spatial visualization skills. Gamified approaches have been associated with improved motivation and assessment performance. However, challenges remain in accessibility, infrastructure, teacher training, and over-dependence on digital tools. A strong preference for blended learning models emerges as the most sustainable and impactful approach.

Originality/Value: This review consolidates recent technological advancements in chemistry pedagogy and critically evaluates their practical implementation and outcomes. It provides a consolidated reference for educators, curriculum developers, and policymakers seeking to integrate or expand digital pedagogies in chemistry education, particularly in line with evolving educational frameworks such as India’s National Education Policy 2020.

Type of paper: Thematic review article