Two groups of students with and without chemistry background participated in a user study. This paper studies users' learning perception in a virtual titration experiment with differentiated instruction. Our results indicated that the virtual reality chemistry lab could enhance and promote users' learning confidence under suitable learning intensities. We applied differentiated instruction to study the learning effectiveness of users under different learning intensities. We report the essential ideas for building the system. Our system implements a complete titration process and provides assistance tools for learning and operating virtual items. Users wear a head‐mounted display and use their bare hands to interact with virtual objects to perform a titration experiment. We develop a virtual reality chemistry lab and use leap motion to detect users' hand gestures for operations. Questionnaire survey results also indicate that TIPTAB offers a good learning experience. Based on the cognitive load theory and the statistical data, TIPTAB has a low cognitive load for students during virtual experiments. Experimental results show that the proposed method is more efficient compared with other representative interaction methods. During experimental learning, students can interact without wearing any devices as they do in real experiments, which greatly reduces their interaction burdens. An infrared (IR) camera and an IR transmitter are used to detect finger touch operations on the tabletop. Both object textures and scene contents are augmented by projectors, and thus the virtual presentation of digital space is seamlessly registered and fused with physical space. The tracked 3D poses are then used as inputs for further experiments. These objects are printed by three‐dimensional (3D) printers in advance and tracked in real‐time. A depth camera is used to detect tangible objects in the real environment. TIPTAB, a tangible interactive projection tabletop, is proposed for virtual experiments. The objective of the research is to reduce the interactive operation difference between virtual and real experiments as much as possible. Such a difference causes unfamiliarity and induces unnecessary cognitive load and inefficiency during learning. A visible difference between virtual and real experiments is the interaction mode. Virtual experiments are a new way of doing experiments.
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