A Classroom Intervention Study to Assess the Potential of a 360-Degree Virtual Reality Learning Environment to Enhance Conceptual Understanding and Engagement in Physics

Abstract The use of individual student laptops and tablets in K-12 classrooms enables large-scale implementation of innovative learning technologies. Theories of multimedia and immersive learning suggest that immersive features can influence cognitive and affective learning processes. Therefore, 360-degree virtual reality learning environments (VRLEs) represent a promising area for further investigation. This study compares an interactive desktop-based low-immersive 360-degree VRLE with a traditional paper-and-pencil approach to investigate effects on students’ conceptual understanding of Galilean transformations of uniform motion in position-time graphs and on student engagement. Both conditions worked with multiple representations within a Predict-Observe-Explain framework to support active learning. A total of 313 students (176 female, 137 male) from the advanced track of upper secondary school participated in the pre-post classroom study. Conceptual understanding was assessed using the Inventory for Galilean Transformation of Uniform Motion in Position-Time Graphs. Students in both conditions improved their understanding, but no significant difference between conditions was observed. However, students using the VRLE reported a stronger inclination to perform well. These findings suggest that 360-degree VRLEs may support certain aspects of self-reported student engagement related to effort, but further research is needed to better understand how learning outcomes can be improved.