The Impact of Web-Based 360° Virtual Laboratory on Cognitive Load, Emotional Patterns and Visual Attention
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| Title: | The Impact of Web-Based 360° Virtual Laboratory on Cognitive Load, Emotional Patterns and Visual Attention |
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| Language: | English |
| Authors: | Samuel Girmay (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Technology Uses in Education, Internet, Computer Simulation, Laboratory Experiments, Cognitive Processes, Difficulty Level, Psychological Patterns, Visual Arts, Attention Control, Foreign Countries |
| Geographic Terms: | Finland |
| DOI: | 10.1002/jcal.70224 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Web-based 360° virtual laboratory environments, also known as virtual laboratories, have become increasingly popular in laboratory education due to improved learning experiences, flexibility, accessibility and scalability. Objectives: This study investigated how a web-based 360° virtual laboratory impacts students' cognitive load, visual attention and emotional responses when studying a laboratory experiment. Methods: Participants were 80 Finnish-speaking students who studied identical laboratory experiment slideshow content either with the web-based 360° virtual laboratory or, in the control condition, with the same content presented against a black background instead of 360° images. Exam score, perceived learning performance, emotional responses and eye-tracking metrics such as fixation, saccades and gaze entropy were used in the analysis. Results and Conclusions: Although no significant differences emerged in exam scores or self-reported learning outcomes, students using the virtual laboratory showed longer fixations and more dynamic saccades, indicating increased sustained and exploratory visual attention. Emotional measures suggested a calmer emotional state in the virtual laboratory group, pointing to a more comfortable user experience. Importantly, the virtual environment did not increase cognitive load. The results indicate that virtual laboratories may enhance attentional engagement and promote a more positive user experience without significantly imposing additional cognitive load. For educators and instructional designers, the results highlight how accessible web-based tools can improve pre-laboratory preparation and support student focus, offering scalable and practical alternatives to more resource-intensive immersive technologies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500470 |
| Database: | ERIC |
| Abstract: | Background: Web-based 360° virtual laboratory environments, also known as virtual laboratories, have become increasingly popular in laboratory education due to improved learning experiences, flexibility, accessibility and scalability. Objectives: This study investigated how a web-based 360° virtual laboratory impacts students' cognitive load, visual attention and emotional responses when studying a laboratory experiment. Methods: Participants were 80 Finnish-speaking students who studied identical laboratory experiment slideshow content either with the web-based 360° virtual laboratory or, in the control condition, with the same content presented against a black background instead of 360° images. Exam score, perceived learning performance, emotional responses and eye-tracking metrics such as fixation, saccades and gaze entropy were used in the analysis. Results and Conclusions: Although no significant differences emerged in exam scores or self-reported learning outcomes, students using the virtual laboratory showed longer fixations and more dynamic saccades, indicating increased sustained and exploratory visual attention. Emotional measures suggested a calmer emotional state in the virtual laboratory group, pointing to a more comfortable user experience. Importantly, the virtual environment did not increase cognitive load. The results indicate that virtual laboratories may enhance attentional engagement and promote a more positive user experience without significantly imposing additional cognitive load. For educators and instructional designers, the results highlight how accessible web-based tools can improve pre-laboratory preparation and support student focus, offering scalable and practical alternatives to more resource-intensive immersive technologies. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70224 |
