What the study found
The study found that immersive virtual reality (IVR) was linked to higher self-perceived agency, greater situational interest, and more accurate performance on a chemistry skills assessment than a non-IVR video condition. Agency is the sense of control over actions in the learning environment, and situational interest is immediate interest in the activity.
Why the authors say this matters
The authors conclude that their results empirically support some assumptions of the Cognitive Affective Model of Immersive Learning (CAMIL), a model about how cognitive and emotional factors may shape learning in IVR. They also say the findings highlight limitations of IVR-based learning and suggest implications for intelligent, adaptive scaffolds embedded in IVR, including using multimodal process-based data for real-time feedback.
What the researchers tested
The researchers studied 46 high school students using the commercially available IVR game HoloLab Champions to learn chemistry lab skills. Participants were randomly assigned to either an IVR condition or a non-IVR video condition and completed five mini-labs in about 30 minutes.
What worked and what didn't
Students in the IVR condition reported higher agency and situational interest than those in the non-IVR condition. Regression models showed that agency was a significant predictor of all learning outcomes, while situational interest significantly predicted declarative knowledge and procedural knowledge but not procedural skills; in the practical chemistry assessment, the IVR group was more accurate than the non-IVR group.
What to keep in mind
The study involved a small sample of 46 high school students and one chemistry learning activity, so the findings are limited to that context. The abstract does not describe other limitations beyond noting some limitations of IVR-based learning.
Key points
- IVR students reported more agency and situational interest than students who watched a non-IVR video.
- Agency was a significant predictor of all measured learning outcomes.
- Situational interest predicted declarative and procedural knowledge, but not procedural skills.
- Students in the IVR condition were more accurate on a practical chemistry skills assessment.
- The authors say the results support parts of the CAMIL model and suggest possible IVR design improvements.
Disclosure
- Research title:
- IVR improved chemistry skill accuracy and student engagement
- Authors:
- Megan Wiedbusch, Daryn A. Dever, Saerok Park, Sarah M. Romero, Romina Jannotti, David Garcia-Gali, Roger Azevedo
- Institutions:
- AdventHealth Kissimmee, University of Central Florida, University of Central Florida, University of Central Florida, University of Central Florida, University of North Carolina at Chapel Hill, University Prep
- Publication date:
- 2026-03-05
- OpenAlex record:
- View
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