Exploring students’ perspectives on immersive STEM laboratory learning: A case study of ECVAM 3D Lab and Futuclass

The aim of the research was to assess the effectiveness of these tools in enhancing students’ engagement, understanding of complex concepts and retention of information.

A mixed-methods approach was employed, combining qualitative data from teacher interviews and observations with quantitative data from student surveys. The sample consisted of 100 students in upper secondary education, including those with specific learning disabilities such as dyslexia, dyscalculia and ADHD.

The results indicated that both the three-dimensional (3D) ECVAM (European Centre for the Validation of Alternative Methods) Lab and the VR-gamified Futuclass experiments were perceived as valuable learning tools by teachers. Students exhibited high levels of focus and engagement during both experiences, particularly when exploring molecular structures, observing chemical reactions and manipulating elements and compounds in the virtual environment. This immersive, hands-on approach provided students with a unique opportunity to actively engage with abstract concepts.

The findings of this study align with previous research on the benefits of VR and immersive technology in education, highlighting increased motivation and collaboration and improved retention of information. The two digital laboratories had the full potential to address some of the limitations of traditional teaching methods and offer personalised learning experiences.

While no specific issues related to discomfort or the high costs of VR equipment were reported, further research is needed to explore these aspects in a larger sample. Additionally, the involvement of a special education teacher or additional support could enhance the overall effectiveness of digital experiences for students with learning disabilities.

Keywords: virtual reality (VR), VR laboratories, 360° laboratories, immersive learning environments, STEM education, student engagement, 3D spaces

Author: Emma Abbate, Liceo Scientifico A. Diaz Caserta, Italy

This paper was submitted to the call for papers organised in 2023 and it has been reviewed by external peer-reviewers. See here all the articles selected within the same call.