Virtual Reality (VR) and Immersive Labs in STEM Education

DOI: https://doi.org/10.63345/ijre.v14.i6.5

Dr Pushpa Singh

IILM University
Greater Noida, Uttar Pradesh 201306, India

pushpa.singh@iilm.edu

Abstract
This study investigates the pedagogical impact of Virtual Reality (VR) and immersive laboratory environments on undergraduate STEM learning. By leveraging three‑dimensional simulations, haptic feedback, and networked collaboration, VR labs offer multisensory experiences that overcome many limitations of traditional wet‑lab settings—such as cost, safety constraints, and accessibility gaps. Drawing on constructivist and situated‑cognition frameworks, immersive environments enable students to manipulate abstract phenomena, test hypotheses in real time, and visualize processes from multiple vantage points. A quantitative survey of 250 students across biology, chemistry, physics, engineering, and computer science measured changes in conceptual understanding, engagement, and self‑efficacy following discipline‑specific VR modules. Pre‑ and post‑session comparisons (n=80) revealed statistically significant gains in comprehension and confidence; broader cross‑sectional data (n=250) indicated uniformly high engagement and positive attitudes toward VR collaboration. Thematic analysis of open‑ended responses highlighted visualization advantages, risk‑free experimentation, and peer interaction as key benefits, while technical challenges—headset ergonomics, tracking errors, and onboarding complexities—emerged as barriers. We conclude that VR and immersive labs can transform STEM education by enhancing spatial reasoning, motivation, and collaborative skills, but sustainable implementation requires curriculum alignment, faculty training, equity‑focused deployment models, and longitudinal assessment of learning transfer.

Key words

Virtual Reality, Immersive Laboratories, STEM Education, Engagement, Conceptual Understanding

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