Over the past two decades, there has been increased interest in understanding the prospects of virtual reality laboratories (VR Labs) in science education. VR Labs are designed to emulate a physical teaching laboratory through an immersive computer experience that affords intimate and intuitive interaction. According to a recent literature review, there is a scantiness of varied theoretical and methodological approaches concerning the student learning experience with VR Labs. Most of the studies were evaluative, seeking to establish the efficacy of VR Labs for meeting specific needs under the expectation that the mere use of them would bring about predetermined student outcomes. A phenomenographic investigation, which assumes that a person's perception is informed by their broader environment and results in multiple perspectives of the same phenomena was employed to investigate the various ways undergraduate chemistry students' experience learning with VR Labs. The inquiry is situated in an undergraduate chemistry course, where the VR Labs aligned with the course curriculum. From a purposive sample of six diverse participants, four qualitatively different experiences were discovered, which included: a) VR Labs hindered my ability to learn b) the amount of content knowledge I have and/or my prior experience influenced my learning c) the affordances I perceived enhanced my learning and d) VR Labs removed barriers I perceived to learning. The more comprehensive understanding provided by this study informs the design and development of new pedagogical approaches and innovative forms of curriculum.

在过去的二十年里，人们对了解虚拟现实实验室（VR Labs）在科学教育中的前景越来越感兴趣。VR Labs 旨在通过提供亲密和直观交互的身临其境的计算机体验来模拟物理教学实验室。根据最近的文献综述，关于 VR 实验室学生学习体验的各种理论和方法论方法很少。大多数研究都是评估性的，旨在建立 VR 实验室满足特定需求的功效，期望仅使用它们就能带来预定的学生成果。现象学调查，假设一个人“ 他们的感知是由他们更广泛的环境决定的，并且对同一现象的多个视角的结果被用来调查本科化学学生在 VR 实验室中学习的各种方式。调查位于本科化学课程中，其中 VR 实验室与课程课程保持一致。从六个不同参与者的有目的的样本中，发现了四种不同的体验，其中包括：a) VR 实验室阻碍了我的学习能力 b) 我拥有的内容知识量和/或我以前的经验影响了我的学习 c) 可供性我认为我的学习得到了增强，并且 d) VR 实验室消除了我认为的学习障碍。