Perceived digital competence following virtual reality-supported physics learning in junior secondary schools

Abstract Virtual reality-supported physics learning is increasingly recognized as a promising approach for strengthening both science understanding and digital competence in school settings. This study described students’ perceived digital competence after participation in virtual reality-supported solar system learning across four junior secondary schools. Using a quantitative post-intervention design, the study involved 144 students, with 36 students drawn from each school, who completed the 25-item Assessment of Digital Competence for Students (ADI-S), a self-report questionnaire covering operational digital technology, information literacy and digital learning, digital content creation and evaluation, and digital communication and publication. The observed overall mean was 3.390 (SD = 0.187), with domain means concentrated toward the upper end of the response scale. However, because internal consistency was very low in the present sample, including a negative coefficient for one domain, the total and domain scores are interpreted only as descriptive observed-score summaries rather than as psychometrically reliable indicators of an underlying competence level. Beyond the overall score, the item-level analysis revealed a differentiated pattern: relatively high self-reported competence was observed for several adaptive and action-oriented digital practices, whereas comparatively lower scores were observed for conceptual understanding of software, information organization, source-reliability evaluation, and strategic content planning. Exploratory between-school comparisons indicated statistically significant but modest differences in information literacy and digital learning, as well as in the overall observed score. Because students were clustered in only four schools and measurement invariance was not established, these comparisons are reported as exploratory and should not be interpreted as population-level school effects. These findings describe students’ self-reported digital competence measured following participation in the VR-supported physics learning experience. Because no baseline or comparison condition was included, the observed response profile is not interpreted as evidence of change, improvement, or an effect attributable to virtual reality.