Ungu, Dewi Ayu KencanaWon, MihyeMatovu, HenryHernandez-Alvarado, Ricardo BrunoTreagust, David F.Mocerino, MauroTasker, RoyTsai, Chin-Chung2026-07-242026-07-242025Ungu, D. A. K., Won, M., Matovu, H., Hernandez-Alvarado, R. B., Treagust, D. F., Mocerino, M., … Tsai, C. C. (2025). Students’ perceptions of physical magnetic models and immersive virtual reality for chemistry learning. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2025.2574523.https://bdears.busitema.ac.ug/handle/123456789/8295Journal articlePhysical magnetic models and immersive virtual reality (iVR) both support students’ grasp of abstract chemistry concepts, yet the distinct affordances of each remain underexplored. In this qualitative study, forty undergraduate chemistry students (twenty pairs) completed learning activities on hydrogen bonds using both magnetic models and iVR. Pre/post semi-structured interviews were transcribed and analysed using a cross-case thematic analysis, beginning with inductive coding and followed by deductive mapping to existing literature. Four themes emerged – visualisation, interactivity, narrative (task design), and social features – highlighting the features of magnetic models and iVR that shape students’ learning experiences. Students reported that the magnetic model activity supported tactile exploration that helped them understand basic molecular concepts like attraction and repulsion. While it offers opportunities to test hypotheses, the magnetic model activity felt individualistic. In contrast, students saw iVR as a collaborative environment where complex tasks, advanced 3D visualisation, and interactivity deepened their understanding of hydrogen bonds. These findings highlight students’ distinct perceptions of each tool – magnetic models are effective for tactile, individual explorations, and iVR is valuable for collaboration, problem-solving, and visualising complex structures. Educators should leverage these differing affordances when designing learning experiences to support students’ understanding of scientific concepts. KEYWORDS: Immersive virtual reality (iVR), students’ perceptions, molecular visualization, physical molecular modelsenArticle