The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety

Almer Gungor*, Lucy Avraamidou*, Denise Kool, May Lee, Niek Eisink, Bauke Albada, Koos van der Kolk, Moniek Tromp, Johannes Hendrik Bitter

*Bijbehorende auteur voor dit werk

OnderzoeksoutputAcademicpeer review

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The purpose of this study was to evaluate the impact of virtual reality on undergraduate students’
self-efficacy, self-concept, interest, and laboratory anxiety in an introductory chemistry course. We
used a mixed-methods approach to improve our understanding of how these factors mediate
student learning. The findings showed that (i) the use of the virtual reality application had an
overall positive impact on students’ self-efficacy, self-concept, interest, and anxiety; and (ii)
students who expressed some anxiety about doing the lab prior to the course reported the use
of the virtual reality application decreased their levels of anxiety at the end of the lab. The
implications of these findings speak to the potential value of the use of virtual reality applications
in higher education and especially in situations when distance learning is the only option as well
as in situations where the costs of real laboratories cannot be afforded.
Originele taal-2English
Artikelnummerem2090
Aantal pagina's13
TijdschriftEURASIA Journal of Mathematics, Science and Technology Education
Volume18
Nummer van het tijdschrift3
DOI's
StatusPublished - 26-feb-2022

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