Enhancing Self-Efficacy of Chinese Secondary STEM Students through Virtual Reality Assisted Teaching: The Mediating Role of Spatial Ability

This research seeks to determine the effect of VR-assisted teaching on students’ self-efficacy, special emphasis on immersion, interactivity, and realism. In this context, the student’s spatial ability and learning motivation are examined as moderators in this relationship. The quantitative research methodology was combined with a questionnaire, while the qualitative part was derived from participants’ feedback. Thus, studies show that a vast level of improvement in self-efficacy through engagement, conceptual understanding, and increased autonomy in learning is brought by the incorporation of features of virtual reality. This research area is valuable for educational technology because it establishes that VR can enhance student’s confidence and motivation in students. Further research studies must consider more long-term impacts and less limited education settings.