Exploring the Motivational Factors and Learning Outcomes of Virtual Reality Educational Games for Middle School Students: A Unity 3D Case Study
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| Title: | Exploring the Motivational Factors and Learning Outcomes of Virtual Reality Educational Games for Middle School Students: A Unity 3D Case Study |
|---|---|
| Language: | English |
| Authors: | Jun Li (ORCID |
| Source: | Interactive Learning Environments. 2025 33(5):3593-3613. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Computer Simulation, Educational Games, Game Based Learning, Astronomy, Science Education, Learning Motivation, Case Studies, Technological Advancement, Learning Modalities, Sensory Experience, Technology Integration, Computer Uses in Education, Foreign Countries |
| Geographic Terms: | Asia |
| DOI: | 10.1080/10494820.2024.2446536 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | This investigation delineates the effects of Virtual Reality (VR) educational games on middle school students' learning outcomes and motivational dynamics within an astronomy context. Utilizing "Physics Lab VR," a case study approach compared the efficacy of VR learning against traditional classroom methods and tablet-based instruction. Quantitative analyses, encompassing pre-test and post-test measures, were complemented by qualitative insights from semi-structured interviews to assess both the cognitive and affective dimensions of learning. Results indicated that VR significantly enhances students' understanding of complex astronomical concepts, as evidenced by superior post-test performance in the VR group. Furthermore, VR educational games markedly improved students' intrinsic motivation by fulfilling psychological needs for autonomy, competence, and relatedness more effectively than conventional teaching methods. Despite the positive outcomes, challenges related to the integration of VR in educational settings, including technological accessibility and curriculum alignment, were identified. The study underscores the potential of VR educational games to transform learning experiences by making abstract concepts accessible and engaging, though it also emphasizes the need for comprehensive strategies to overcome implementation barriers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502121 |
| Database: | ERIC |
| Abstract: | This investigation delineates the effects of Virtual Reality (VR) educational games on middle school students' learning outcomes and motivational dynamics within an astronomy context. Utilizing "Physics Lab VR," a case study approach compared the efficacy of VR learning against traditional classroom methods and tablet-based instruction. Quantitative analyses, encompassing pre-test and post-test measures, were complemented by qualitative insights from semi-structured interviews to assess both the cognitive and affective dimensions of learning. Results indicated that VR significantly enhances students' understanding of complex astronomical concepts, as evidenced by superior post-test performance in the VR group. Furthermore, VR educational games markedly improved students' intrinsic motivation by fulfilling psychological needs for autonomy, competence, and relatedness more effectively than conventional teaching methods. Despite the positive outcomes, challenges related to the integration of VR in educational settings, including technological accessibility and curriculum alignment, were identified. The study underscores the potential of VR educational games to transform learning experiences by making abstract concepts accessible and engaging, though it also emphasizes the need for comprehensive strategies to overcome implementation barriers. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2024.2446536 |
