“…In general, some scaffolding or sophisticated learning design (e.g., removing confusing details and emphasising important information) (Nolen & Koretsky, 2018) can be integrated into the experiment process in VRLs to facilitate students' understanding of sophisticated engineering or scientific concepts (Post, Guo, Saab, & Admiraal, 2019) and to stimulate deeper learning (Viegas et al, 2018). According to empirical studies (Brinson, 2015;Faulconer & Gruss, 2018;Vrellis, Avouris, & Mikropoulos, 2016), student performance using virtual experiments is equal to, or better than, student performance using real experiments. Student performance includes inquiry skills (Tatli & Ayas, 2013), practical skills (Hawkins & Phelps, 2013), perception (Barbeau, Johnson, Gibson, & Rogers, 2013), analytical skills (Pyatt & Sims, 2012), and social and scientific communication (Lang, 2012).…”