Sequencing immersive virtual reality and physical laboratory work for titration training: effects on learning outcomes

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.