Sequencing immersive virtual reality and physical laboratory work for titration training: effects on learning outcomes
Loading...
Authors
Author (Corporation)
Publication date
04.09.2025
Typ of student thesis
Master
Course of study
Master of Science FHNW in Angewandter Psychologie
Collections
Type
11 - Student thesis
Editors
Editor (Corporation)
Supervisor
Parent work
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Hochschule für Angewandte Psychologie FHNW
Place of publication / Event location
Olten
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Higher education institutions preparing students for careers in the chemical industry face mounting challenges in providing quality laboratory training due to increasing student enrollment, limited resources, and safety concerns, prompting exploration of immersive virtual reality as a potential solution for chemistry education. This study investigated the effectiveness of different sequences for integrating virtual reality simulation with traditional laboratory work in teaching titration skills to undergraduate Life Sciences students. Ninety-one students participated in a mandatory course where they completed titration procedures in both virtual reality and physical laboratory environments in counterbalanced order, with knowledge assessed through tests at three timepoints and psychological factors measured using the Cognitive Affective Model of Immersive Learning framework. Results revealed differences in learning outcomes between virtual reality and physical laboratory conditions, nor did the sequence of exposure (virtual reality first versus laboratory first) affect knowledge acquisition. Students demonstrated high baseline knowledge (75% correct) with modest but equivalent gains regardless of learning modality. Path analysis confirmed only one significant relationship from the theoretical model: higher sense of presence in virtual reality was associated with reduced cognitive load. Individual differences among participants accounted for 76% of the variance in learning outcomes, while experimental conditions explained less than 1%. These findings demonstrate that immersive virtual reality can serve as a pedagogically equivalent alternative to traditional laboratory training for procedural chemistry skills, supporting its potential as a scalable complement to physical laboratory experiences when resources are constrained or access is limited.
Keywords
Virtual Reality, higher education, Laboratory, Immersive Learning
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
Language
German
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Review
Open access category
License
Citation
Chalupny, U. (2025). Sequencing immersive virtual reality and physical laboratory work for titration training: effects on learning outcomes [Hochschule für Angewandte Psychologie FHNW]. https://doi.org/10.26041/fhnw-14235