Abstract—The global spread of COVID-19 has resulted in the
international shutdown of educational institutions, especially for
science students. Education is a crucial industry that demands
innovation to accomplish learning objectives and goals. Modern
technology-based education has been globalized and interactive
platforms allow students and educators to access, utilize, and
benefit from all the educational content. The first research
objective of this study is to develop a virtual reality science
laboratory by utilizing the ADDIE Methodology, a popular
instructional design model for instructional learning. The
second objective is to analyze the presence experiences during
learning sciences by using the Virtual Reality Science
Laboratory by distributing a set of pretest and post-test
questions to two different groups of 37 science students. Group 1,
which is 20 students will learn about science through 2D videos
while Group 2 consists of 17 students who will experience
learning science through Virtual Reality Science Laboratory.
The result shows that there is a significant level of presence
between the two groups, and the VR group performs better.
This study can help educators and developers design effective
VR tools to learn science. For future research, we suggest
including cognitive load as another variable to test with VR
learning tools. This work contributes to the studies on how
immersive learning can significantly affect learning towards
positive longitudinal effects.
Index Terms—Virtual reality, sciences, presences, The Cognitive Affective Model of Immersive Learning (CAMIL)
The authors are with Pusat Teknologi Pengajaran Dan Multimedia, Malaysia. E-mail: email@example.com (N.E.F.Z.A.), firstname.lastname@example.org (R.P.R.)
*Correspondence: email@example.com (N.A.M.M.)
Cite: Nur Effatul Fairuz Zainal Apandi, Nur Azlina Mohamed Mokmin*, and Regania Pasca Rassy, "Design and Development of Virtual Reality Science Laboratory on Science Education: An Analysis of Presences during Learning," International Journal of Information and Education Technology vol. 13, no. 11, pp. 1729-1734, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).