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These research findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.

Research finding that using VR genetics simulation as a classroom learning activity increased intrinsic motivation, self-efficacy, and transfer from pre- to post-test.

This study compared the effectiveness of conventional training, a desktop VR simulation, and an immersive VR simulation. A retention test found no differences between conventional and VR training. The Immersive VR group had higher perceived enjoyment and showed increased intrinsic motivation and self-efficacy.

Study investigates whether virtual labs can be successfully used as a replacement for face-to-face lab exercises. Findings suggest that virtual labs can be used in place of face-to-face tutorials, and that a combination of virtual and physical lab exercises could be the future of science education.

Study finds a 101% in learning outcomes when virtual lab simulations are used in combination with traditional teaching, and finds a 76 % increase in learning outcomes when used alone.

Study finds that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path (presence, intrinsic motivation, and self-efficacy), and a cognitive path (usability, cognitive benefits, and self-efficacy).

研究确定了两个路径，其中沉浸虚拟现实影响感知学习结果：情感路径和认知路径。

Study refines the model for the multidimensional measure of presence (MMP) in a virtual reality environment.