The study results of immersive learning usage, which is supported by IT tools, including virtual
reality (VR), augmented reality (AR), and QR code are presented in this article. The greater
emphasis will be done on the use of VR/AR and QR code in the organic chemistry teaching process.
The studied technologies are considered as an innovative learning environment for organic
chemistry teaching. The problem relevance is due to the VR/AR technologies’ rapid development
and implementation in various social activity’s areas, including in the organic chemistry’s teaching
process course of new generations students’ objective reasons and subjective preferences.
Theoretical assumptions are translated in these technologies’ practical application field. Virtual
reality-based training allows to convey knowledge in visual ways that are difficult or impossible to
show in reality. We used several types of IT tools in our research: 360-degree video, platforms
(Adobe InDesign), platforms and interactive programs (VR Chemistry lab and Mel Chemistry VR,
“Chemical editor beta 1.0” on the website www. xumuk.ru., QR Code Generator (http://
qrcoder.ru/), special virtual reality glasses that convert 2D images and videos into 3D format. The
platforms' application efficiency was investigated: http://molview.org/, PubChem, MolView. These
platforms allow to build a 3D model of organic substances' molecules structure in the study of the
organic substances' structure. The problems of introducing these technologies into the modern
educational system remain relevant. It is important to mention that the IT tools usage determines
key positions in the near future, and the prospects of immersive learning using allow us gain a new
insight into the process of organic chemistry teaching at school and university.