Yasmin, ShamimaQuick, RhiannaByška, Jan and Krone, Michael and Sommer, Björn2020-05-242020-05-242020978-3-03868-114-4https://doi.org/10.2312/molva.20201095https://diglib.eg.org:443/handle/10.2312/molva20201095Learning science, technology, engineering, and mathematics (STEM) can be dull in the absence of adequate incentives; students may lose interest in STEM subjects during their high school education. This could result in a decline in enrollment in STEM fields in postsecondary education and employment as well. However, learning can be reinforced in a multimodal environment. For example, a haptic virtual environment (VE) that incorporates both vision and touch can provide better affordance in learning. This multimodal VE may help students to better understand the underlying concepts of molecular formation while pursuing chemistry and related subjects at the secondary level. Visuohaptics may work as an incentive in learning complex molecular structures and become a source of edutainment and extra motivation for students. Thus, a multimodal VE enhances attentiveness and interest among students in pursuing STEM fields in secondary and postsecondary education.Attribution 4.0 International LicenseComputing methodologiesMolecular simulationScientific visualizationInteractive simulationHuman centered computingVisualization systems and toolsHCI design and evaluation methods10.2312/molva.202010951-5