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<p>This study investigates the impact of Desktop Virtual Reality (DVR) integrated with two pedagogical strategies, which are Guided Inquiry-Based Learning (GIBL) and Problem-Based Learning (PBL), on secondary students’ learning outcomes in biology, specifically in the topic of cell division. The Virtual Cell Division (VCD) application was designed to enhance student engagement through immersive 3D visualization and AI-Avatar support, anchored in Mayer’s Multimedia Learning Principles, Self-Determination Theory, Flow Theory, and Cognitive Load Theory. A total of 120 Form 4 students were randomly assigned to IBL or PBL groups and further classified by levels of prior knowledge (high vs. low). Using a quasi-experimental pretest-posttest design and two-way ANOVA, the study examined effects on students’ interest, concentration, and academic performance. Findings revealed that the type of instructional strategy significantly influenced interest, with IBL outperforming PBL (<i>p</i> = .011). Prior knowledge had a significant main effect on interest (<i>p</i> &lt; .001) and a marginal effect on concentration (<i>p</i> = .052), though no interaction effects were observed. While academic performance was marginally higher for the IBL group (<i>p</i> = .052), prior knowledge did not significantly affect performance outcomes. These results suggest that structured inquiry within VR environments can effectively enhance student interest and potentially academic achievement, regardless of prior knowledge level. The study underscores the value of combining DVR with scaffolded instructional strategies and personalized AI support to foster meaningful and inclusive science learning. We discuss the implications for VR-based instructional design, classroom integration, and curriculum development.</p>

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Enhancing secondary biology learning through guided and problem-based virtual reality: effects on interest, concentration, and performance

  • 期刊论文

  • 发表日期：

    2025年11月25日

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  • Muhammad Aminuddin Akmal Mohd Hamizi,
  • Nur Azlina Mohamed Mokmin

摘要

This study investigates the impact of Desktop Virtual Reality (DVR) integrated with two pedagogical strategies, which are Guided Inquiry-Based Learning (GIBL) and Problem-Based Learning (PBL), on secondary students’ learning outcomes in biology, specifically in the topic of cell division. The Virtual Cell Division (VCD) application was designed to enhance student engagement through immersive 3D visualization and AI-Avatar support, anchored in Mayer’s Multimedia Learning Principles, Self-Determination Theory, Flow Theory, and Cognitive Load Theory. A total of 120 Form 4 students were randomly assigned to IBL or PBL groups and further classified by levels of prior knowledge (high vs. low). Using a quasi-experimental pretest-posttest design and two-way ANOVA, the study examined effects on students’ interest, concentration, and academic performance. Findings revealed that the type of instructional strategy significantly influenced interest, with IBL outperforming PBL (p = .011). Prior knowledge had a significant main effect on interest (p < .001) and a marginal effect on concentration (p = .052), though no interaction effects were observed. While academic performance was marginally higher for the IBL group (p = .052), prior knowledge did not significantly affect performance outcomes. These results suggest that structured inquiry within VR environments can effectively enhance student interest and potentially academic achievement, regardless of prior knowledge level. The study underscores the value of combining DVR with scaffolded instructional strategies and personalized AI support to foster meaningful and inclusive science learning. We discuss the implications for VR-based instructional design, classroom integration, and curriculum development.