Assessing a smartphone-based virtual chemistry laboratory for immersive learning in schools

- Khatoon, Azra, Alam, Iftikhar (orcid.org/0000-0002-8087-5485) and Ali, Zulfiqar (2026) Assessing a smartphone-based virtual chemistry laboratory for immersive learning in schools Information Technologies and Learning Tools, 1 (111). pp. 19-38. ISSN 2076-8184

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Abstract

Immersive learning is an approach in education that uses technologies, such as Virtual Reality (VR), Metaverse, Augmented Reality (AR), and simulations to create engaging and realistic environments for a deeper understanding of a complex phenomenon. This study explains how smartphones make immersive learning experiences possible in virtual reality or simulated chemistry laboratories (labs in short). Chemistry is one of the subjects that presents various challenges during lab work, particularly at the school level in developing countries. These challenges include the limited, costly, and hazardous nature of chemicals. Moreover, in distance learning or learning during pandemic situations where formal education is disrupted, these labs can serve as effective tools for immersive learning and be accepted for conducting chemistry lab work. In this study, a virtual simulated lab on a smartphone is developed. The lab experiments and their associated reactions are carefully verified by the field experts. The simulated chemical experiments are visualized in the application, and instruments such as questionnaires are created to gather data for both pre-tests and post-tests. The collected data are validated using Cronbach’s Alpha with a value of 0.8, which is significant. Results are then statistically verified using statistical tests, such as the Z-Test with a P-value of 0.00045, and found significant. Cohen's d and Hedges' g corrections show large and nearly identical effect sizes (0.959 and 0.954, respectively), with narrow confidence intervals, suggesting strong agreement among participants about recommending virtual labs for learning chemistry. Moreover, results of the perceived usefulness show a major improvement in post-test results along with the Technology Acceptance Model (TAM). The post-test results showed increased user interest in smartphone-based virtual labs. In the future, a metaverse-based lab with more facilities and instruments than a physical lab is recommended for conducting lab work, especially in subjects that require extensive resources for experimentation.

Item Type:	Article
Keywords:	virtual labs; immersive learning; smartphone-based labs; virtual reality; chemistry lab
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques > 004.94 Simulation Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 54 Chemistry. Crystallography. Mineralogy
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	01 May 2026 07:44
Last Modified:	01 May 2026 07:44
URI:	https://lib.iitta.gov.ua/id/eprint/749010

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