Work

Using immersive virtual reality to enhance students’ design thinking disposition and academic achievement

Year: 2026

Type: article

Abstract: This study aims to examine the effect of immersive virtual reality (IVR) on students’ design thinking disposition and academic achievement in the topic of electrochemistry. This research employed a quantitative approach with a quasi-experimental design, utilizing pre-test and post-test assessments for both the experimental and control groups. A total of 72 twelfth-grade students from two intact classes at a public high school in Jakarta were selected through convenience sampling. Both groups followed the 5E learning cycle; however, the experimental group utilized VR technology (Oculus Quest 2), while the control group relied on PowerPoint presentations and videos. The collected data were analyzed using independent t-tests, paired t-tests, and Pearson’s correlation. The results of the t-test revealed that learning electrochemistry through IVR was more effective in enhancing students’ design thinking disposition and academic achievement in the experimental group compared to the control group (non-IVR). Also, it was found that students’ design thinking disposition and achievement in the experimental group indicated a positive and significant correlation. The findings suggest that IVR can effectively enhance students’ design thinking disposition and academic achievement, offering a valuable reference for educators seeking to incorporate VR technology into educational practice.

Source: Cogent Education

DOI: 10.1080/2331186x.2026.2616848

Authors: Irwanto Irwanto, Sekar Endah Sinarintyas, Ucu Cahyana, Gede Agus Beni Widana

Institutions: State University of Jakarta, Universitas Pendidikan Ganesha

Language: English

Topic: Virtual Reality Applications and Impacts

Subfield: Human-Computer Interaction

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,165