The purpose of the study is to investigate the effectiveness of three types of virtual labs in a middle school science class. Eighty-three students used a Scientific Investigation Lab that was designed for eighth graders to learn oxidation-reduction reactions and Voltaic cell. Students from three classes were assigned to one of three conditions: using immersion virtual reality (VR) individually, using desktop VR individually, or observing other students use immersion VR. The experiment results showed that students using desktop VR had the highest knowledge test scores among the three groups. Implications of the study and recommendation for future studies will be discussed in the presentation.