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<p>This study investigates the effectiveness of a virtual reality (VR)-based learning system designed to enhance elementary students’ conceptual understanding and motivation in learning light and shadow phenomena. Grounded in Kolb’s Experiential Learning Theory and Self-Determination Theory, the VR system supports concrete experience, active experimentation, and fulfillment of psychological needs such as perceived competence, autonomy/choice, and relatedness. A total of 45 fourth-grade students participated in a 3-week learning intervention involving VR-based activities developed with Unity. Quantitative data from motivation questionnaires and pre-/post-tests indicate significant improvements in students’ science concept understanding (Cohen’s <i>d</i> = 0.42), with a mean score increase of 1.56 (95% CI [0.43, 2.68]), representing a meaningful improvement in students’ engagement with abstract scientific phenomena. High satisfaction was observed across motivational dimensions, with all four dimensions showing significant enhancement: perceived competence (Cohen’s <i>d</i> = 0.75), autonomy/choice (Cohen’s <i>d</i> = 0.73), relatedness (Cohen’s <i>d</i> = 0.77), and interest/enjoyment (Cohen’s <i>d</i> = 0.67). Additional VR system usability feedback showed strong student engagement and perceived learning support. These results highlight the potential of well-structured VR learning environments in improving science education for young learners, especially in abstract topics like optics. Implications for instructional design and future integration in school-based STEM education are discussed.</p>

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Psychosocial dimensions of immersive learning: a study of VR-enabled science education for children through the lens of self-determination theory

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月26日

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  • An-Chao Tsai,
  • Potchara Phak-insee,
  • Yueh-Min Huang

摘要

This study investigates the effectiveness of a virtual reality (VR)-based learning system designed to enhance elementary students’ conceptual understanding and motivation in learning light and shadow phenomena. Grounded in Kolb’s Experiential Learning Theory and Self-Determination Theory, the VR system supports concrete experience, active experimentation, and fulfillment of psychological needs such as perceived competence, autonomy/choice, and relatedness. A total of 45 fourth-grade students participated in a 3-week learning intervention involving VR-based activities developed with Unity. Quantitative data from motivation questionnaires and pre-/post-tests indicate significant improvements in students’ science concept understanding (Cohen’s d = 0.42), with a mean score increase of 1.56 (95% CI [0.43, 2.68]), representing a meaningful improvement in students’ engagement with abstract scientific phenomena. High satisfaction was observed across motivational dimensions, with all four dimensions showing significant enhancement: perceived competence (Cohen’s d = 0.75), autonomy/choice (Cohen’s d = 0.73), relatedness (Cohen’s d = 0.77), and interest/enjoyment (Cohen’s d = 0.67). Additional VR system usability feedback showed strong student engagement and perceived learning support. These results highlight the potential of well-structured VR learning environments in improving science education for young learners, especially in abstract topics like optics. Implications for instructional design and future integration in school-based STEM education are discussed.