## 5 Learning Approaches
### Labs in Education and VR-Labs Potential  
This brings the topic of labs, workshops, and practical work, which are part of the students' contact hours in almost all universities and play a vital role in delivering the required knowledge. There is a great emphasis on the importance of labs as a central and distinctive role in science education due to the rich benefits of learning as a result of laboratory activities [37]. The students' engagement in the process of inquiry and investigation positions lab sessions in a critical place in science education [37]. In support, [PERSON] and [PERSON] show that combining problem-based and project-based learning through lab work enabled students to prepare high-quality professional reports in the area of fluid mechanics [38]. Additionally, evidence from [PERSON] shows that students in an Australian university achieved higher outcomes by combining lectures and fieldwork in learning hydraulics (a subject in the family of fluid mechanics) [39]. These examples show the importance of an active student-centred approach where the students' understanding of complex theories learnt in the classroom are enhanced, and they have deeper understanding of the subject taught. When it comes to physical activities such as lab experiments, there are multiple drawbacks for any institution such as safety (liability), infrastructure, and capital. Lab experiments must be delivered in a safe manner, as the safety of the students is a top priority for any institution. Moreover, lab activities are limited to the availability of the infrastructure at the university, i.e., universities with inadequate equipment, space, and budget will offer less laboratory time for the students. According to [PERSON], and the United Nations Task Force on Habitat III, students' learning at universities were undermined by \"safety factors, lack of appropriate infrastructure and equipment, restriction in terms of time and space availability\" [40] (p. 20). [PERSON], et al. [9] add that dangerous mistakes in \"chemical interactions and electrical experiments\" (p. 1) can cause a serious injury, and expensive materials are a hurdle for some institutions. To overcome these obstacles, [PERSON], et al. [4], [PERSON], et al. [9], [PERSON], et al. [41] suggest the use of VR in creating Virtual Laboratories to improve students' learning experience and knowledge. Moreover, [PERSON], et al. [10] state that the increasing student numbers in the United Kingdom (UK) \"[limit] the opportunity for educators to provide an active learning experience for all\" (p. 1) and that it is \"essential for education providers to investigate... innovative new teaching methodologies to provide a more satisfying learning experience in circumstances of limited space and resources\" (p. 1). There are additional advantages for the university, distance learning students, and students with special needs (disabilities) [42; 43; 9; 12]. Using VR applications, the requirement for laboratory work is shifted from being location- to device-oriented. If distance learners have the means to buy their own VR HMD, they can benefit from being able to experience the same level of education as full-time students on campus. According to [PERSON], et al. [45], an organic chemistry virtual laboratory was created and students' short- and long-term memories were compared to that of a traditional laboratory. The results show no significant difference between the learning outcomes, and students' memories in both, which indicates that distance learning students can benefit from being able to conduct the laboratory experiments, and receive the same learning experience as full-time on-campus students. [PERSON], et al. [46] reach to a similar conclusion that there is no difference between VR learning and video learning. That supports the argument that VR can be utilized for distance learning students to receive a similar level of education and learning experience as full-time on-campus students.