ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1570438
This article is part of the Research TopicInstitutional Impact Measurement in Higher EducationView all 15 articles
Oculus Space Lab Impact on Chemistry Learning in PrepaTec Students
Provisionally accepted
Eyra Nidia Ramírez Gallegos1*
Lilia de Jesús Villalba Almendra1Ofelia Sosa García1Leticia Reyes Izquierdo1Laura del Carmen Arellano Blas1
Cynthia Karyna López Botello2*- 1Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, Mexico
- 2Institute for the Future of Education, Monterrey Institute of Technology and Higher Education (ITESM), Monterrey, México, Mexico
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
During the Covid-19 pandemic, more than 27,000 students enrolled in high school at Tecnológico de Monterrey did not perform face-to-face laboratory practices, so it was not possible to objectively demonstrate the development and strengthening of their learning and the acquisition of scientific skills involved in practical work. This research work revolves around evaluating a tool in which the student can perform laboratory practices using immersive virtual reality. Therefore, the objective of the experiment was to measure the impact of laboratory practices using immersive virtual reality on learning and academic performance. This study used a quantitative approach, with a control group and an experimental group to which a pre-test and post-test were applied. The sampling technique was non-probabilistic by convenience. To analyze the data we applied descriptive and inferential statistics using Shapiro-Wilk to test normality and Wilcoxon signed-rank test for non-parametric data. The sample consisted of 29 students from PrepaTec Campus Cuernavaca, who took science courses during the summer period of 2023, the ages of the participants ranged between 16 and 18 years old. The results indicate that significant differences were found between the control and experimental groups of the practices. A significant difference was observed in the control group in lab 0, while positive trends This is a provisional file, not the final typeset article were found in the experimental group in lab 1. The results of this study suggest that the implementation of virtual reality to perform laboratory practices has potential, but its effectiveness depends on several factors, including the training of students in the use of augmented realities, the pedagogical design of the intervention, and the adaptation time required.
Keywords: Chemical laboratory, virtual reality, Chemistry learning, Practices, Learning, Chemistry
Received: 03 Feb 2025; Accepted: 20 Oct 2025.
Copyright: © 2025 Ramírez Gallegos, Villalba Almendra, Sosa García, Reyes Izquierdo, Arellano Blas and López Botello. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Eyra Nidia Ramírez Gallegos, eyra.ramirez@tec.mx
Cynthia Karyna López Botello, cynthia.lopezbot@tec.mx
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.