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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.
Authors: Girmay, Samuel (AUTHOR), Mendoza‐Franco, Gloria (AUTHOR), Cardoso, Luísa (AUTHOR), Jääskeläinen, Iiro P. (AUTHOR), Kauppinen, Tomi (AUTHOR), Nygren, Amanda (AUTHOR), Sclearuc, Marius (AUTHOR), Sjöholm, Tilda (AUTHOR), Karttunen, Antti J. (AUTHOR)
Source: Journal of Computer Assisted Learning. Apr2026, Vol. 42 Issue 2, p1-18. 18p.
Subjects: World Wide Web, Research funding, Questionnaires, Emotions, Descriptive statistics, Mann Whitney U Test, Virtual reality, Attention, Academic achievement, Visual perception, Learning laboratories, Data analysis software, Cognition, Regression analysis
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. Lay Summary: What is currently known about this topic? ○Fully immersive VR can improve skills but may increase cognitive load.○Web‐based 360° virtual laboratories offer accessible learning alternatives.○Eye‐tracking helps measure visual attention and cognitive processes.○Virtual laboratories might reduce anxiety and support engagement in learning.What does this paper add? ○Web‐based 360° laboratories increase sustained and exploratory attention.○Emotional responses indicate a calmer experience in virtual laboratories.○Virtual laboratories do not increase cognitive load during learning tasks.○Combines eye‐tracking and behavioural data under realistic conditions.Implications for practice or policy ○Web‐based virtual laboratories engage students without additional mental strain.○Improved user experience can enhance science education outcomes.○Educators can integrate these web‐based 360° virtual laboratories into a course as a pre‐assignment to promote focus and engagement.○Exam scores alone may underestimate virtual laboratory, as benefits appear in attention and emotion. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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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="%22Girmay%2C+Samuel%22">Girmay, Samuel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mendoza‐Franco%2C+Gloria%22">Mendoza‐Franco, Gloria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cardoso%2C+Luísa%22">Cardoso, Luísa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jääskeläinen%2C+Iiro+P%2E%22">Jääskeläinen, Iiro P.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kauppinen%2C+Tomi%22">Kauppinen, Tomi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nygren%2C+Amanda%22">Nygren, Amanda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sclearuc%2C+Marius%22">Sclearuc, Marius</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sjöholm%2C+Tilda%22">Sjöholm, Tilda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karttunen%2C+Antti+J%2E%22">Karttunen, Antti J.</searchLink> (AUTHOR)
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– 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. Lay Summary: What is currently known about this topic? ○Fully immersive VR can improve skills but may increase cognitive load.○Web‐based 360° virtual laboratories offer accessible learning alternatives.○Eye‐tracking helps measure visual attention and cognitive processes.○Virtual laboratories might reduce anxiety and support engagement in learning.What does this paper add? ○Web‐based 360° laboratories increase sustained and exploratory attention.○Emotional responses indicate a calmer experience in virtual laboratories.○Virtual laboratories do not increase cognitive load during learning tasks.○Combines eye‐tracking and behavioural data under realistic conditions.Implications for practice or policy ○Web‐based virtual laboratories engage students without additional mental strain.○Improved user experience can enhance science education outcomes.○Educators can integrate these web‐based 360° virtual laboratories into a course as a pre‐assignment to promote focus and engagement.○Exam scores alone may underestimate virtual laboratory, as benefits appear in attention and emotion. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/jcal.70224
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: World Wide Web
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Emotions
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Mann Whitney U Test
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      – SubjectFull: Visual perception
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      – SubjectFull: Learning laboratories
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      – SubjectFull: Cognition
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      – SubjectFull: Regression analysis
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              Text: Apr2026
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