Immersive virtual reality (IVR) provides interactive and experiential environments that enhance learning beyond traditional classrooms. This study examined engineering students' perceptions of presence, usability, and acceptance while engaging in a chemistry laboratory implemented through IVR. Twentyeight students from ten engineering programs participated in virtual laboratory sessions using Meta Quest 3 headsets. The virtual environment replicated real-world experimental procedures, enabling students to manipulate materials and make decisions that influenced experimental outcomes. Data were collected using validated scales to assess the presence, ease of use, graphical interface, and perceived usefulness in a pretest-posttest design, complemented by interviews. No significant differences emerged in perceived usefulness, ease of use, or presence (p >.30). However, a small-to-moderate improvement appeared in the graphical interface (dAKP = -.36). Students reported high realism, intuitive interaction, and motivation to continue using IVR, considering the IVR laboratory a meaningful complement to physical laboratories. Findings suggest that a well-designed, intuitive IVR environment can enhance students' engagement and perceived usability, even without prior virtual lab experience. These results support IVR's potential as a valuable pedagogical complement in STEM education. Future studies should further explore its integration into broader instructional strategies and its relationship with cognitive and affective learning outcomes.
