Enhancing Student Self-Efficacy and Interest in Microelectronics Through Immersive Virtual Reality in an Informal Learning Environment

This study investigates iVRLab, an immersive virtual reality (VR) microfabrication training system, and its influence on college students' self-efficacy and interest in microelectronics during a one-hour workshop held within a 1.5-day training camp. iVRLab simulates photolithography cleanroom operations, providing hands-on virtual experiences that merge theory with practice. A pre-post analysis revealed a significant rise in self-efficacy (M = 4.11 to 4.37, p = 0.0066), demonstrating the system's effectiveness in building confidence. Although interest only showed slight gains, high baseline scores (3.6-3.7 on a 4-point scale) indicate a ceiling effect. Correlations among engagement, embodiment (r = 0.91, p < 0.001), and immersion (r = 0.60, p < 0.01) underscore the value of active, embodied VR learning. Qualitative feedback further highlighted iVRLab's immersive realism and its capacity to spark curiosity about microfabrication careers. These findings suggest that VR training can effectively boost self-efficacy in microelectronics, reinforcing students' enthusiasm in an informal learning setting and indicating the potential broader adoption across STEM fields.