Abstract

Immersive technologies offer new possibilities for chemistry higher education. The field benefits from secondary education study visits that enable decision making for future careers. However, access to authentic laboratory visits is often limited by geographical constraints. Synchronous 360° videos provide an immersive virtual alternative, but the educational value of this technology remains unclear. Using a design-based research approach, this study explored the opportunities and challenges of immersive 360° video in virtual chemistry study visits, developed a synchronous 360° learning environment through co-design, and generated a pedagogical model for its implementation. The resulting design solution was examined through a qualitative case study. The data (n = 7) were gathered via semi-structured interviews and observations and analyzed through theory-driven content analysis. This study suggests that 360° videos may enhance accessibility, support learning, and improve the visual representation and perceived relevance of chemistry. Participants perceived immersive visits as engaging and reported an increased sense of presence and improved focus. Challenges include technical constraints, limited authenticity of interaction, resource demands, and certain limitations of virtuality for experimental work. These findings extend previous research on immersive environments by suggesting that synchronous 360° video may promote focus and presence. Also, the study generated a theory-informed framework and practical guidelines for designing immersive chemistry learning environments. The framework offers a starting point for future research and supports the integration of modern technology into higher education.

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