Immersive and Experiential Learning: A Review of Project-based Learning and Virtual Reality in Chemistry Education

Authors

DOI:

https://doi.org/10.21831/jpms.v13i2.85704

Keywords:

Augmented Reality, Chemistry Education, Immersive Learning, Project-Based Learning, Virtual Reality

Abstract

This review explores the integration of Project-based Learning (PjBL) and Virtual/Augmented Reality (VR/AR) in chemistry education. By synthesizing findings from eight peer-reviewed studies published between 2020 and 2025, selected through a systematic search using the Dimensions.ai database with specific inclusion criteria, the review highlights how immersive technologies enhance conceptual understanding, motivation, and engagement in student-centered learning environments. Data were collected using a structured literature search, and the findings were analyzed through thematic synthesis based on educational level, technology used, implementation strategies, and reported outcomes. The review reveals that VR/AR, when effectively embedded in PjBL frameworks, allows learners to simulate experiments, visualize abstract molecular structures, and collaborate in meaningful, inquiry-driven projects. However, challenges remain, including limited access to technology, pedagogical integration issues, and educator resistance. The review concludes with recommendations for future research, emphasizing the need for teacher training, inclusive design, and long-term evaluation of immersive PjBL in chemistry education.

Author Biographies

Rasamimanana Joronavalona, Universitas Negeri Yogyakarta

holds a Bachelor's degree in Pharmacology and Cosmetology and a Master's degree (Master 1) in Cosmetology from the University of Antananarivo, Madagascar. He continued his studies and earned a Master's degree (Master 2) in Chemistry Education at the State University of Yogyakarta, Indonesia, where he is currently pursuing his doctoral degree in Chemistry Education. Contact: rasamimanana.2024@student.uny.ac.id

Eli Rohaeti, Universitas Negeri Yogyakarta

is a professor in the Department of Chemistry Education at the Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta (UNY). She teaches courses such as Molecular Dynamics, Polymer Chemistry, Models in Chemistry Learning, and Research Methodology in Chemistry Education. She can be contacted at eli_rohaeti@uny.ac.id

Endang Widjajanti Laksono, Universitas Negeri Yogyakarta

is a professor in the Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University (UNY). Her teaching areas include Chemical Equilibrium, Chemical Spectroscopy, Issues in Chemistry Education, and the Development of Evaluation Tools for Chemistry Learning. She can be contacted at endang_widjajanti@uny.ac.id

Andriandrainiarimanana Anjamampionona Notiavina, University of Antananarivo

holds a Bachelor's degree in Pharmacology and Cosmetology and a Master’s degree (Master 2) in Pharmacology from the University of Antananarivo, Madagascar. He also earned a Master’s degree in Chemistry and is currently pursuing another Master’s program in Chemistry Education. He has participated in international research collaborations and academic projects. Contact: andriandrainiarimananaanjamampionona.2024@student.uny.ac.id

References

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Published

2025-06-28

How to Cite

Joronavalona, R., Rohaeti, E., Laksono, E. W., & Anjamampionona Notiavina, A. (2025). Immersive and Experiential Learning: A Review of Project-based Learning and Virtual Reality in Chemistry Education. Jurnal Pendidikan Matematika Dan Sains, 13(2), 311–320. https://doi.org/10.21831/jpms.v13i2.85704

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Vol. 13 No. 2 (2025): December 2025

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