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Abstract Science‐related competencies are demanded in many fields, but attracting more students to scientific educations remains a challenge. This paper uses two studies to investigate the value of using Immersive Virtual Reality (IVR) laboratory simulations in science education. In Study 1, 99 (52 male, 47 female) seventh (49) and eighth (50) grade students between 13 and 16 years of age used an IVR laboratory safety simulation with a pre‐ to posttest design. Results indicated an overall increase in interest in science and self‐efficacy, but only females reported an increase in science career aspirations. Study 2 was conducted with 131 (47 male, 84 female) second (77) and third (54) year high school students aged 17 to 20 and used an experimental design to compare the value of using an IVR simulation or a video of the simulation on the topic of DNA‐analysis. The IVR group reported significantly higher gains from pre‐ to posttest on interest, and social‐outcome expectations than the video group. Furthermore, both groups had significant gains in self‐efficacy and physical outcome expectations, but the increase in career aspirations and self‐outcome expectations did not reach statistical significance. Thus, results from the two studies suggest that appropriately developed and implemented IVR simulations can address some of the challenges currently facing science education. Practitioner Notes What is already known about this topic Science‐related skills are becoming increasingly important as these are in high demand, not only in traditional science occupations, but also in other fields of work and in our daily lives. Thus, it is desirable to inspire students to pursue careers within science. According to the social cognitive career theory (SCCT), students’ educational choice goals (ie, career aspirations) are shaped by their interests, self‐efficacy and outcome expectations. Students report low levels of interest in science and several studies find that positive attitudes toward science decline with age, from primary through the secondary school years. Unfavorable attitudes toward science could be attributed to science education failing to engage students at a satisfactory level. Immersive Virtual reality (IVR) is touted for its potential to offer inspiring learning experiences that increase interest and self‐efficacy. What this paper adds A systematic investigation of how IVR laboratory simulations can increase science interest and career aspirations in middle school (aged 13 to 16) and high school (aged 17 to 20) students. Evidence that IVR‐based learning experiences can significantly increase students’ interest in science topics. An indication that an IVR‐based simulation led to a significant pre‐ to posttest increase in science aspirations among 13‐ to 16‐year‐old female students. Implications for practice and/or policy IVR‐based simulations are specifically relevant when the goal of an educational intervention is to increase students’ situational interest and social‐outcome expectations in a science topic. Provided the right instructional design, IVR might help bridge the gender difference within science education in middle school (ie, students between ages of 13 and 16). Although IVR‐based simulations can increase situational interest, longitudinal interventions are needed to create lasting effects on career aspirations in science.
Makransky et al. (Sun,) studied this question.