Abstract
Many studies have been conducted in the field of Virtual Reality (VR) for chemistry learning. However, no studies have been performed in the field of electrochemical energy storage, only few studies in other fields involve immersive VR devices and those have been conducted in classroom (i.e., uncontrolled environment). To fill these gaps, our study investigates the effects of VR in terms of performance learning and motivation in an experimental context that provides data from a controlled environment. Results showed that participants using VR were more efficient and effective than participants not using VR; no significant difference was observed between the two groups for learning outcomes; intrinsic motivation and identified regulation were higher for VR participants than non-VR participants.