Virtual laboratories and the development of students’ creative freedom in Singapore

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Virtual laboratories and the development of students’ creative freedom in Singapore

Edlira Dhima

Received 12.01.2026, Revised 01.05.2026, Accepted 08.06.2026

https://doi.org/10.67524/verus2/1.2026.26

Retrieved from Vol. 2, No. 1, 2026

Pages 26-37

Abstract

The purpose of the study was to assess the influence of sandbox environments on the development of students’ experimental thinking. The methodology of the study included a case study of the functioning of Virtual Reality/Augmented Reality laboratories and Design-Based Research for the design, implementation, and improvement of a VR/AR sandbox environment in the educational process. The study established that in Singapore, within leading universities, including the National University of Singapore and Nanyang Technological University, virtual reality and augmented reality were integrated into the system of practice-oriented learning as a full educational and research environment. Examples of this practice include digital twin and three-dimensional modelling laboratories, the Virtual Interactive Human Anatomy, Virtual and Augmented Reality for Structures, and LeARnus projects, and XR simulation environments for training specialists to act in emergency situations. In these environments, students complete interdisciplinary projects, create their own digital products, model professional scenarios, and test them in conditions close to reality, which supports learning through activity and practical experience. The results of the experimental study, performed in three cycles of Design-Based Research, indicated a gradual increase in all indicators. In the first cycle, the average level of competence development was observed, including creative experimentation (M = 2.5) and problem solving (M = 2.9), which corresponded to the stage of adaptation to the virtual and augmented reality environment. In the second cycle, after the improvement of the learning design, a marked improvement was recorded, including navigation skills (M = 3.8) and task completion (84%), together with a decrease in cognitive errors. In the third cycle, the highest results were achieved, with creative experimentation increasing to M = 4.7, problem solving to M = 4.6, and task completion reaching 92%, which confirmed the formation of a high level of digital and creative competencies. The practical value of the study lies in the possibility of using its results by teachers, higher education institutions, and educational technology developers to implement and improve learning environments using virtual and augmented reality, aimed at developing students’ creative and professional competencies

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Suggested citation
Dhima, E. (2026). Virtual laboratories and the development of students’ creative freedom in Singapore. Educational Innovation & Technology Journal, 2(1), 26-37. https://doi.org/10.67524/verus2/1.2026.26