Immersive virtual reality (IVR) is expected to create a greater sense of presence that might improve students' laboratory learning experiences. However, little research has verified the influence of presence on students' perceptions toward immersive laboratory learning. The current study, which is based on the expectation confirmation model, attempts to investigate the ways in which presence influences secondary school student perceived laboratory learning in an IVR setting. Data for this study were gathered from 167 Chinese students aged 13-18 who had experience in using IVR. According to the results of the partial least squares structural equation modelling (PLS-SEM) analysis, physical presence in the IVR environment had a favourable direct impact on students' perceived usefulness as well as indirect effects on their learning satisfaction with and intention to continue using IVR. Self-presence had indirect impacts on students' perceived usefulness, satisfaction, and continued intention to utilize IVR. Students' expectation confirmation regarding the use of IVR for laboratory learning plays a crucial role in shaping their overall experience. It not only mediates the relationships between their perceptions of presence and perceived usefulness and satisfaction but also directly influences their intention to continue engaging in IVR-supported laboratory learning.