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<p>Resource constraints in analytical chemistry education often limit students’ opportunities to practise with advanced instrumentation. This exploratory study investigated third-year undergraduate chemistry students’ perceptions of, and engagement with, a newly developed virtual reality (VR) application—Immersive ChemLab—featuring a digital twin of an Atomic Absorption Spectroscopy (AAS) instrument implemented as an interactive pre-laboratory preparation activity. The application comprised three mini-modules covering instrument setup, optimisation, and quantitative analysis. Using an explanatory mixed-methods design, we collected student perceptions through two surveys (<i>N</i> = 25, <i>N</i> = 18) administered after VR training and after completion of the physical laboratory session, supplemented by focus group data (<i>N</i> = 10). Quantitative data were analysed using non-parametric statistics, and qualitative data underwent thematic analysis, with integration yielding three overarching themes. Students reported that Immersive ChemLab enhanced their preparedness for the physical laboratory, with perceived benefits including improved understanding of AAS theoretical principles and instrument operation, increased familiarity and confidence, and self-reported efficiency compared to other instruments supported by traditional pre-laboratory materials. Despite technical challenges and regardless of prior VR experience, students maintained positive attitudes towards VR as a learning tool. Strong correlations emerged between module experiences and perceived learning benefits. However, significant methodological limitations constrain interpretation: reliance on self-reported perceptions without objective performance measures, absence of a control group, and small sample size prevent causal claims about VR effectiveness. The findings suggest potential value for VR-based pre-laboratory preparation where access to complex instrumentation is limited, whilst highlighting implementation considerations for chemistry educators. Rigorous controlled studies with objective learning outcome measures are essential to substantiate these exploratory findings.</p>

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A Study on Student Perceptions and Engagement With a Virtual Instrumentation Twin in an Undergraduate Analytical Chemistry Laboratory

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Aoife Morrin,
  • Rachel Kavanagh,
  • Brett Stout,
  • Martin Nolan,
  • Blánaid White,
  • Frances Heaney,
  • Carmel Breslin,
  • Brian Murphy,
  • Bernard T. Drumm,
  • Ronan Bree,
  • Christopher Burke,
  • Eric Moore,
  • Denise Rooney

摘要

Resource constraints in analytical chemistry education often limit students’ opportunities to practise with advanced instrumentation. This exploratory study investigated third-year undergraduate chemistry students’ perceptions of, and engagement with, a newly developed virtual reality (VR) application—Immersive ChemLab—featuring a digital twin of an Atomic Absorption Spectroscopy (AAS) instrument implemented as an interactive pre-laboratory preparation activity. The application comprised three mini-modules covering instrument setup, optimisation, and quantitative analysis. Using an explanatory mixed-methods design, we collected student perceptions through two surveys (N = 25, N = 18) administered after VR training and after completion of the physical laboratory session, supplemented by focus group data (N = 10). Quantitative data were analysed using non-parametric statistics, and qualitative data underwent thematic analysis, with integration yielding three overarching themes. Students reported that Immersive ChemLab enhanced their preparedness for the physical laboratory, with perceived benefits including improved understanding of AAS theoretical principles and instrument operation, increased familiarity and confidence, and self-reported efficiency compared to other instruments supported by traditional pre-laboratory materials. Despite technical challenges and regardless of prior VR experience, students maintained positive attitudes towards VR as a learning tool. Strong correlations emerged between module experiences and perceived learning benefits. However, significant methodological limitations constrain interpretation: reliance on self-reported perceptions without objective performance measures, absence of a control group, and small sample size prevent causal claims about VR effectiveness. The findings suggest potential value for VR-based pre-laboratory preparation where access to complex instrumentation is limited, whilst highlighting implementation considerations for chemistry educators. Rigorous controlled studies with objective learning outcome measures are essential to substantiate these exploratory findings.