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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
Language: English
Authors: Samuel Girmay (ORCID 0009-0008-5979-952X), Gloria Mendoza-Franco (ORCID 0000-0001-6532-9446), Luísa Cardoso, Iiro P. Jääskeläinen, Tomi Kauppinen, Amanda Nygren, Marius Sclearuc, Tilda Sjöholm, Antti J. Karttunen (ORCID 0000-0003-4187-5447)
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
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  Data: The Impact of Web-Based 360° Virtual Laboratory on Cognitive Load, Emotional Patterns and Visual Attention
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  Data: <searchLink fieldCode="AR" term="%22Samuel+Girmay%22">Samuel Girmay</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-5979-952X">0009-0008-5979-952X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gloria+Mendoza-Franco%22">Gloria Mendoza-Franco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6532-9446">0000-0001-6532-9446</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luísa+Cardoso%22">Luísa Cardoso</searchLink><br /><searchLink fieldCode="AR" term="%22Iiro+P%2E+Jääskeläinen%22">Iiro P. Jääskeläinen</searchLink><br /><searchLink fieldCode="AR" term="%22Tomi+Kauppinen%22">Tomi Kauppinen</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Nygren%22">Amanda Nygren</searchLink><br /><searchLink fieldCode="AR" term="%22Marius+Sclearuc%22">Marius Sclearuc</searchLink><br /><searchLink fieldCode="AR" term="%22Tilda+Sjöholm%22">Tilda Sjöholm</searchLink><br /><searchLink fieldCode="AR" term="%22Antti+J%2E+Karttunen%22">Antti J. Karttunen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4187-5447">0000-0003-4187-5447</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(2).
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  Data: 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
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Arts%22">Visual Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 10.1002/jcal.70224
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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