Novel Behaviors of Youth in a Virtual Reality Chemistry Lab

Virtual reality’s (VR) unique affordances of enabling risk-free and exploratory behaviors [1] pose an unknown variable in its use as a learning environment for science education. In VR science laboratory simulations, do students follow typical safety and behavior norms or do they engage largely in “non-lesson related” behaviors [2]? In addition, VR is touted for increasing student interest and motivation in subjects but how exactly does this happen in these environments? We observed seventy-six 11–18 yr.-olds (N = 76) conduct a chemistry experiment in a VR lab simulation. Observations focused on lab safety behaviors and behaviors typically not exhibited in real-life situations (novel). Results showed that > 75% of students still follow basic safety rules but only 49% conducted cleaning behaviors in VR. Novel behaviors were observed in 51% of the participants. Behaviors most observed were moving around the room with no obvious intent, throwing objects or breaking glassware, and playing with lab equipment. We argue that the existence of these behaviors can be viewed as students expressing their curiosities, an important step in encouraging STEM pursuits. The freedom to engage in this behavior is a clue to the motivational affordances VR can provide. Positive responses were confirmed through individual debrief interviews with the participants.