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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
Language: English
Authors: Irwanto Irwanto (ORCID 0000-0001-5842-5931), Indah Sari Mukarramah, Valérie Théric (ORCID 0000-0002-3903-1475), Patrice Bonnet (ORCID 0009-0006-6027-577X), Ni Putu Sri Ayuni (ORCID 0000-0003-2722-0604), Teti Novianti, Magali Coupaud (ORCID 0009-0002-8441-5133), Jérémy Castéra (ORCID 0000-0003-1520-3620)
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
FullText Text:
  Availability: 0
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  Data: The Effect of Immersive Virtual Reality on Students' Interest and Motivation in Chemistry
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  Data: <searchLink fieldCode="AR" term="%22Irwanto+Irwanto%22">Irwanto Irwanto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5842-5931">0000-0001-5842-5931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Indah+Sari+Mukarramah%22">Indah Sari Mukarramah</searchLink><br /><searchLink fieldCode="AR" term="%22Valérie+Théric%22">Valérie Théric</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3903-1475">0000-0002-3903-1475</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrice+Bonnet%22">Patrice Bonnet</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6027-577X">0009-0006-6027-577X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ni+Putu+Sri+Ayuni%22">Ni Putu Sri Ayuni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2722-0604">0000-0003-2722-0604</externalLink>)<br /><searchLink fieldCode="AR" term="%22Teti+Novianti%22">Teti Novianti</searchLink><br /><searchLink fieldCode="AR" term="%22Magali+Coupaud%22">Magali Coupaud</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8441-5133">0009-0002-8441-5133</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jérémy+Castéra%22">Jérémy Castéra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1520-3620">0000-0003-1520-3620</externalLink>)
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1648-3898<br />2538-7138
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1506381
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      – Text: English
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        PageCount: 14
        StartPage: 74
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Grade 12
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      – SubjectFull: Indonesia
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