Harnessing the potential of virtual reality in HyFlex learning: impact on motivation, engagement and learning experience

Purpose The study aims to explore the potential of virtual reality (VR)-based HyFlex Learning (HL) and its impact on motivation (MO), engagement (EG) and learning experience (LE). Design/methodology/approach This study used a cross-latitude survey approach involving 600 students from three higher education institutions. Data were collected through a comprehensive survey that assessed students’ MO, EG and LE, complemented by open-ended questions. Data analysis was carried out using descriptive statistics through Jeffrey's Amazing Statistical Program and structural equation modeling with SmartPLS to explore the underlying relationships and patterns. Findings The study found that VR-based HL has great potential for increasing flexibility and learning innovation in university environments. The study showed that VR significantly supports student MO, EG and LE. By providing an immersive, interactive and relevant LE, VR can improve material comprehension and retention. VR integration creates an inclusive, adaptive and personalized learning framework according to the needs of students. Research limitations/implications This study highlights VR'spotential in HL to enhance EG and flexibility but is limited by its focus on cognitive outcomes, lack of longitudinal data and minimal exploration of social-emotional skills. Future studies should explore the long-term impacts, innovative VR-based pedagogy, and integration with augmented reality or artificial intelligence for enriched learning experiences. Originality/value This study reveals the unique potential of VR integration in HL, improving student MO, EG and LE and paving the way for adaptive and flexible educational innovation.