The Effect of Virtual Reality on Chemistry Laboratory Anxiety and Self-Efficacy

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Bridging Worlds with Technology in Science Education

Abstract

Chemistry laboratories are central to undergraduate science education, yet many students enter with high anxiety and low self-efficacy, which can hinder their performance. This study examined the impact of a Virtual Reality chemistry lab training on lab anxiety and self-efficacy. In a randomized experiment, 176 undergraduate students were assigned to VR, web-based, or worksheet-based training conditions. Pre- and post-survey data revealed that VR training significantly reduced lab anxiety immediately after the intervention compared to the other two groups, although this effect did not persist after students attended the real-life lab. No significant differences in self-efficacy were found. The findings provide educators with empirical evidence on the value of VR as a preparatory tool for improving students’ early lab experiences.

Authors

• Yanyan Zong, University of Southern California

• Rebecca Broyer, University of Southern California

• Shalini Ramachandran, Loyola Marymount University

• Sheree Fu, California State University - Los Angeles

• Steven Cutchin, Boise State University

• Erika A. Patall, University of Southern California

• Cecilia Zurita Lopez, Chapman University