The manuscripts in this collection expand the current research on the experience of undergraduate science students with virtual reality laboratories. A systematic literature review and synthesis involving 21 peer-reviewed empirical articles (2009-2018) revealed a dearth of theoretical and methodological approaches exploring VR Labs, which centered around efficacy and rarely accounted for the student experience. Virtual reality laboratories were viewed primarily as a teaching approach, responsible for providing instruction without any need or designed intent for interaction with a human teacher or peers. Outcomes were interpreted based upon an assumption that students would find them personally motivating or that by using them students would improve their capacity for processing information (Chapter 2). In response, a study was conducted addressing how student beliefs regarding VR Labs as a new learning experience informed their perception. The inquiry focused on the degree to which expectancy beliefs function as a filter for how a student participates in and makes sense of such experiences and how the nature of these beliefs represents a critical question with important consequences. The results revealed no significant difference between the overall value students assigned to a VR Lab compared to a physical laboratory. However, there was a significant difference in their perception of cost, indicating a negative consequence associated with the use of a VR Lab compared to a physical laboratory (Chapter 3). Further inquiry involved a more malleable approach to unpacking the student experience with VR Labs. (Chapter 4). A phenomenographic approach was employed to investigate the various ways undergraduate chemistry students' view learning with VR Labs. Four qualitatively different ways were discovered a) hindered my ability to learn b) amount of content knowledge and/or prior experience influenced learning c) perceived affordances of VR Labs enhanced learning and d) removes perceived barriers to learning. The more comprehensive understanding provided by these studies will inform the design and development of new pedagogical approaches and innovative forms of curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]