Empowering Skill-Based Education through Virtual Reality (President and Principal’s Fund for Educational Excellence funded project 2023-24)

Responding to a need

This project explored the application of virtual reality (VR) within Chemistry and the MBBS curricula at Queen Mary University of London (QMUL), directly addressing elements of the Active Curriculum for Excellence (ACE) by enhancing active learning, authentic assessment, and inclusivity. Immersive technologies like VR have been shown to promote deeper learning and skill acquisition by enabling authentic, real-world simulations, closely aligning with experiential and constructivist learning principles (Kolb, 1984; Tagare, 2023). Traditional laboratory and clinical training environments often pose challenges, including limited time for practice, resource constraints, and high-stakes assessments that can reduce students’ willingness to experiment and learn through trial and error (Ibrahim et al., 2024). 

Survey feedback and student consultations highlighted a need for more opportunities to build practical skills and confidence in a supportive, low-risk environment. VR has been shown to increase self-efficacy and reduce anxiety in laboratory learning (Gungor et al, 2022), as well as improve practical performance, engagement, and long-term retention of skills (van Dinther et al, 2023; Ibrahim et al., 2024). By allowing students to interact with realistic laboratory and clinical scenarios, mistakes become valuable learning experiences rather than penalised outcomes. This approach aligns with ACE principles of fostering student confidence and providing authentic, immersive learning experiences, which are further supported by evidence that immersive platforms enhance competence development in HE contexts (Cabrera-Duffaut, Pinto-Llorente & Iglesias-Rodríguez, 2024).

By integrating VR into both the Chemistry and MBBS curricula, the project created flexible and inclusive learning opportunities, supporting skill mastery and progression. Research shows that VR effectively bridges theoretical knowledge and practical application, particularly in chemistry and medical education, where it enhances both spatial understanding and clinical confidence (van Dinther et al, 2023; Pedram et al, 2023) This initiative demonstrated clear educational impact by increasing student preparedness for real-world challenges, reducing learning barriers, and improving overall student outcomes (Craig & Kay, 2023). 

• Cabrera-Duffaut, A., Pinto-Llorente, A.M. and Iglesias-Rodríguez, A., 2024. Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education—a systematic literature review. Frontiers in Education, 9, p.1391560.  
• Craig, D. C., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. https://doi.org/10.18870/hlrc.v13i2.1430   
• Gungor, A., Kool, D., Lee, M., Avraamidou, L., Eisink, N., Albada, B., . . . Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education, 18(3), em2090. https://doi.org/10.29333/ejmste/11814 
• Ibrahim, R., Zaman, H.B., Yusoff, R.C.M. and Hashim, S., 2024. Effectiveness of virtual reality on practical skills in science and engineering education: A meta-analysis. International Journal of STEM Education, 11(1), p.6. 
• Kolb, D.A., 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
• Pedram, S., Kennedy, G. & Sanzone, S. Assessing the validity of VR as a training tool for medical students. Virtual Reality 28, 15 (2024). https://doi.org/10.1007/s10055-023-00912-x
• Lowell, V.G, Tagare, D 2023, Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer, Computers & Education: X Reality, 2, 100017
• van Dinther, R., de Putter, L., & Pepin, B. (2023). Features of immersive virtual reality to support meaningful chemistry education. Journal of Chemical Education, 100(4), 1537–1546. https://doi.org/10.1021/acs.jchemed.2c01069 

Approach used 

Experiential learning

Student-centered approaches foster immersive learning experiences, encouraging students to forge connections between concepts, situate them within real-world contexts, and critically evaluate their significance (Prosser et al., 1999). Facts are not simply memorised but are learnt alongside their meaning and application. These approaches are grounded in constructivist learning theory (Piaget, 1950), which positions the learner as an active participant in their education. When presented with new information, students play a pivotal role in processing and integrating it into their existing knowledge base and personal experiences before acting on it. Experiential learning, a subset of constructivism, focuses on "learning by doing" and involves hands-on activities, problem-solving, and critical thinking (Kolb, 1984). This method is particularly prevalent in STEM subjects, where practical application of classroom theory in real-world settings is crucial. Examples include laboratory work, field trips, placements, and simulations (Lewis et al., 1994). 

Experiential learning, however, faces challenges such as resource constraints, time limitations, health and safety concerns, and scalability issues. Student confidence is another key factor influencing the effectiveness of experiential approaches. When students lack confidence, they may be reluctant to engage fully, take risks, or attempt complex tasks for fear of making mistakes or underperforming. This can limit their willingness to experiment and learn through trial and error—a central feature of experiential learning. Conversely, higher confidence encourages students to actively participate, problem-solve, and reflect on their actions, leading to deeper learning and skill mastery. Immersive technologies like virtual reality (VR) and augmented reality (AR) offer solutions by providing simulated environments for skill practice, reducing risks and enhancing the learning experience (Dede et al., 2017). 

VR in Higher Education 

VR has transformed the higher education landscape by offering immersive, interactive learning experiences that enhance student engagement, knowledge acquisition, and skill retention. With the increased accessibility and affordability of emerging technologies, higher education institutions are investing more in VR to replicate real-world scenarios and support active learning. Research shows that immersive technologies improve problem-solving, spatial reasoning, critical thinking, and practical skills (Lin et al., 2023). 

Despite its benefits, integrating VR into higher education faces challenges, including financial constraints, health concerns (e.g., motion sickness, eye strain, and physical or cognitive fatigue), and the management of rapidly evolving technologies (Radianti et al., 2020). Additionally, educators have highlighted the need for robust course design and institutional support to implement VR effectively (Jin et al., 2022). 

Co-Creation

This work has been done in collaboration with many students across the university. Three student colleagues working as student interns have focused on the key areas of: conducting focus groups to guide areas for scenario building, exploring the literature to support our approach, and grasping the technological side of the project work. Two additional students on the Chemistry and the MBBS programmes have worked directly in creating the discipline specific teaching and learning scenarios.  

The VR simulations and scenarios were incorporated into the Chemistry and MBBS curricula in 2024/25.  

• Dede, C.J., Jacobson, J., and Richards, J., 2017. Introduction: Virtual, Augmented, and Mixed Realities in Education. In: Liu, D., Dede, C., Huang, R., Richards, J. (eds) Virtual, Augmented, and Mixed Realities in Education. Smart Computing and Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-10-5490-7_1
• Jin, Q., Liu, Y., Yaarosh, S., Han, B. and Qian, F., 2022. How Will VR Enter University Classrooms? Multi-stakeholders Investigation of VR in Higher Education. Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. New Orleans, LA, USA: Association for Computing Machinery. 
• Kolb, D. A., 1984. Experiential Learning, Englewood Cliffs, NJ: Prentice-Hall Piaget, J., 1950. The Psychology of Intelligence, London: Routledge and Kegan Paul.  
• Lewis, L.H. and Williams, C.J., 1994. Experiential learning: Past and present. New directions for adult and continuing education, 1994(62), pp.5-16. 
• Lin, H. C., Hwang, G. J., Chou, K. R. and Tsai, C. K., 2023. Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach. British Journal of Educational Technology, 2023 (54), 622-641. 
• Piaget, J., 1950. The psychology of intelligence. London: Routledge & Kegan Paul.
• Prosser, M. and Trigwell, K., 1999. Understanding Learning and Teaching. The Experience in Higher Education, Buckingham: The Society for Research into Higher Education and Open University Press. 
• Radianti, J., Majchrzak, T. A., Fromm, J. and Wohlgenannt, I., 2020. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 2020 (147), 103778  

Impact

The integration of Virtual Reality (VR) into the curriculum through the Edify Project significantly enhanced learner confidence and engagement in both medical and chemistry education. The intervention was informed by student-led design principles, ensuring alignment with learner expectations and needs. 

Short-term benefits

• Increased learner confidence: Statistically significant improvements were observed in students’ self-reported confidence and competence following the VR activity. Specifically: 

“I gained more confidence in the skills I was learning through the VR activity.” 

“After completing the VR activity, I feel more competent in the skill.” 

“I think training in VR will be a good use of my study time.” 

• Positive reception of technology: Focus group feedback revealed strong enthusiasm for the use of immersive technologies in learning, with students describing the experience as engaging and motivating. 

Medium-term outcomes

• Shift in learning attitudes: Students began to view VR as a valuable supplement to traditional learning, particularly in chemistry, where simulation was seen as a meaningful way to practice skills. 

• Critical digital literacy: Learners demonstrated increased awareness of the limitations and ethical considerations of immersive technologies, including concerns about equitable access and the need for web-based alternatives. 

• Educator insight: The project highlighted the importance of co-design and iterative feedback in implementing educational technologies, influencing future pedagogical planning. 

Longer-term impact

• Curriculum innovation: The success of the Edify intervention has laid the groundwork for broader adoption of immersive learning tools across disciplines. 

• Sustainable digital strategy: The findings have informed institutional discussions around digital equity and the development of inclusive, scalable VR alternatives. 

• Enhanced employability: By fostering confidence and competence in practical skills through simulation, the intervention supports graduate readiness for professional environments. 

Supporting Evidence 

• Quantitative: Pre/post-intervention surveys (n=15) showed statistically significant improvements (p<0.05) in confidence and perceived competence. 

• Qualitative: Thematic analysis of focus group data (n=19) revealed: 

• Enthusiasm for immersive learning, Recognition of VR’s value as a supplementary tool and concerns about access and technological maturity 

Recommendations

Educators considering the integration of VR or similar immersive technologies into their teaching should be mindful of several key factors: 

Technological Readiness 

• Barrier: While students were enthusiastic about the use of VR, some experienced motion sickness during the activity, which impacted their ability to engage fully. 

• Recommendation: Provide clear guidance on how to use the equipment safely, offer breaks during sessions, and consider alternative formats for students sensitive to motion. 

Inclusivity 

• Barrier: Students and educators might be concerned that the headsets won’t be compatible with their glasses, hairstyles, or head coverings. 

• Recommendation: Many headsets are designed to accommodate glasses with adjustable headbands and ear cups to minimize pressure points, while those with flexible headbands or straps which bend to fit various hairstyles and head coverings offer additional comfort and adaptability. 

Equity and Access

• Barrier: Concerns were raised about equitable access, particularly regarding the cost of hardware and students’ ability to engage with VR. 

• Recommendation: Institutions should provide loan schemes or shared access to VR equipment. Develop web-based or 2D alternatives to ensure inclusivity. 

Pedagogical Integration 

• Barrier: VR is most effective when embedded meaningfully within the curriculum, not as a standalone novelty. 

• Recommendation: Align VR activities with specific learning outcomes. Use co-design approaches with students to ensure relevance and engagement. 

 Disciplinary Fit 

• Barrier: Students in different disciplines perceived the value of VR differently. Chemistry students saw clear benefits in simulation-based practice, while MBBS students emphasized that VR could not replace the essential real-life interaction required in clinical training. 

• Recommendation: Tailor the use of VR to the disciplinary context. In medicine, use VR as a preparatory or supplementary tool rather than a substitute for hands-on experience.