The Effect of Immersive Virtual Reality on Students' Interest and Motivation in Chemistry
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| Title: | The Effect of Immersive Virtual Reality on Students' Interest and Motivation in Chemistry |
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| Language: | English |
| Authors: | Irwanto Irwanto (ORCID |
| Source: | Journal of Baltic Science Education. 2026 25(1):74-87. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 12 High Schools |
| Descriptors: | Computer Simulation, Chemistry, Science Instruction, Secondary School Students, Student Interests, Student Motivation, Grade 12, Instructional Effectiveness, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Integrating immersive virtual reality (IVR) into chemistry education offers valuable potential to enhance student engagement through interactive visualisation. However, empirical studies regarding the effect of this new technology on students' affective factors in school chemistry, particularly in developing countries such as Indonesia, remain limited. This study aimed to explore the effect of IVR on Indonesian upper-secondary school students' interest and motivation in learning chemistry. Employing a quasi-experimental pretest and posttest non-equivalent control group design, the research involved 68 twelfth-grade students who were divided into two groups: an experimental group and a control group, with the experimental group experiencing learning through an IVR app and the control group following conventional teaching methods. The instruments included an interest in chemistry scale and a chemistry motivation scale. The data were analysed using descriptive statistics and Mann-Whitney U tests with a 0.05 significance level. The results revealed that while both groups demonstrated improvement in their interest and motivation scores, students in the IVR group achieved significantly higher gains. These results highlight that IVR-supported chemistry teaching is a powerful learning tool to foster twelfth-grade students' interest and motivation, offering valuable implications for integrating immersive VR into science classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506381 |
| Database: | ERIC |
| Abstract: | Integrating immersive virtual reality (IVR) into chemistry education offers valuable potential to enhance student engagement through interactive visualisation. However, empirical studies regarding the effect of this new technology on students' affective factors in school chemistry, particularly in developing countries such as Indonesia, remain limited. This study aimed to explore the effect of IVR on Indonesian upper-secondary school students' interest and motivation in learning chemistry. Employing a quasi-experimental pretest and posttest non-equivalent control group design, the research involved 68 twelfth-grade students who were divided into two groups: an experimental group and a control group, with the experimental group experiencing learning through an IVR app and the control group following conventional teaching methods. The instruments included an interest in chemistry scale and a chemistry motivation scale. The data were analysed using descriptive statistics and Mann-Whitney U tests with a 0.05 significance level. The results revealed that while both groups demonstrated improvement in their interest and motivation scores, students in the IVR group achieved significantly higher gains. These results highlight that IVR-supported chemistry teaching is a powerful learning tool to foster twelfth-grade students' interest and motivation, offering valuable implications for integrating immersive VR into science classrooms. |
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| ISSN: | 1648-3898 2538-7138 |
