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In many rural classrooms, students face limited access to authentic science laboratory experiences due to infrastructural and instructional constraints. This short article shares my experience designing and implementing a non-immersive Virtual Reality Chemistry Lab (VR-CL) tailored for rural Malaysian upper secondary students. The module was developed using Sidek’s Instructional Design Model, alongside the 5E instructional model, SAMR framework, Inquiry-Based Science Education (IBSE), and Problem-Based Learning (PBL), with additional scaffolding through AI tools like ChatGPT. Through carefully structured virtual experiments and inquiry tasks, the VR-CL aimed to foster science process skills and student agency in a low-resource setting. Observations from classroom implementation suggest that students showed greater engagement, inquiry fluency, and confidence, particularly among lower-performing learners. These early insights support the idea that when emerging technologies are grounded in meaningful pedagogy, they can serve as powerful tools to promote equity and innovation in science education.

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Empowering Rural Learners Through a Non-immersive Virtual Chemistry Lab: A Pedagogically Driven Innovation

  • 会议论文

  • 发表日期：

    2026年

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  • Thelugu Novah Mary Guruloo,
  • Siok Yee Tan,
  • Kamisah Osman

摘要

In many rural classrooms, students face limited access to authentic science laboratory experiences due to infrastructural and instructional constraints. This short article shares my experience designing and implementing a non-immersive Virtual Reality Chemistry Lab (VR-CL) tailored for rural Malaysian upper secondary students. The module was developed using Sidek’s Instructional Design Model, alongside the 5E instructional model, SAMR framework, Inquiry-Based Science Education (IBSE), and Problem-Based Learning (PBL), with additional scaffolding through AI tools like ChatGPT. Through carefully structured virtual experiments and inquiry tasks, the VR-CL aimed to foster science process skills and student agency in a low-resource setting. Observations from classroom implementation suggest that students showed greater engagement, inquiry fluency, and confidence, particularly among lower-performing learners. These early insights support the idea that when emerging technologies are grounded in meaningful pedagogy, they can serve as powerful tools to promote equity and innovation in science education.