Integrating Communication and Cognitive Theories in Virtual Reality-Based Physics Learning: Achievement, Engagement, and Social Interaction in Senior High School

Putri Nur Aziza Sonia; Wiwin Susanti

doi:10.36456/es7c2496

Authors

Putri Nur Aziza Sonia SMK Pawiyatan Surabaya
Wiwin Susanti SMK Pawiyatan Surabaya

DOI:

https://doi.org/10.36456/es7c2496

Keywords:

Community of Inquiry, Cognitive Theory of Multimedia Learning, Physics Education, Quasi-Experimental Design, Student Engagement, Virtual Reality

Abstract

This two-school quasi-experimental study examined a bundled immersive virtual reality (VR) instructional model for Grade 11 optics that combined structured communication with cognitive scaffolding. Of 120 screened students, 102 entered four intact classes and 60 complete cases (30 per condition) were analyzed after six 90-minute sessions. Achievement was assessed before and immediately after the intervention; engagement questionnaires and structured observation captured additional outcomes. Posttest achievement favored the integrated VR condition (M = 82.63, SD = 6.91) over conventional instruction (M = 74.28, SD = 7.44), mean difference = 8.35, t(58) = 4.50, p < .001, Cohen's d = 1.16. A baseline-adjusted analysis similarly favored the VR condition, F(1, 57) = 20.45, p < .001, partial eta squared = .264. Cognitive, affective, and behavioral engagement and observed social-interaction quality were also higher in the VR group. These results pertain to a combined instructional package rather than an isolated VR effect. The four-class allocation, 50\% complete-case retention, short duration, and absence of delayed assessment constrain causal and longitudinal interpretation.

References

Alenezi, A. R. (2022). Modeling the social factors affecting students’ satisfaction with online learning: A structural equation modeling approach. Education Research International, 2022(1), Article 2594221. https://doi.org/10.1155/2022/2594221

Boel, C., Rotsaert, T., Valcke, M., & Schellens, T. (2025). A sequencing effect of adding generative learning strategies to immersive virtual reality on middle school students’ performance, intrinsic motivation, and self-efficacy. Journal of Computer Assisted Learning, 41(3), Article e70045. https://doi.org/10.1111/jcal.70045

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chen, C.-H., & Syu, J.-Y. (2024). Effects of integrating a role-playing game into a virtual reality-based learning approach on students’ perceptions of immersion, self-efficacy, learning motivation and achievements. British Journal of Educational Technology, 55(5), 2339–2356. https://doi.org/10.1111/bjet.13436

Chen, Y.-T., Li, M., Huang, C.-Q., Han, Z.-M., Hwang, G.-J., & Yang, G. (2022). Promoting deep writing with immersive technologies: An SVVR-supported Chinese composition writing approach for primary schools. British Journal of Educational Technology, 53(6), 2071–2091. https://doi.org/10.1111/bjet.13247

Cheng, K., Lee, S. W., & Hsu, Y.-T. (2022). The roles of epistemic curiosity and situational interest in students’ attitudinal learning in immersive virtual reality environments. Journal of Educational Computing Research, 61(2), 494–519. https://doi.org/10.1177/07356331221121284

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Han, E., Nowak, K. L., & Bailenson, J. N. (2022). Prerequisites for learning in networked immersive virtual reality. Technology, Mind, and Behavior, 3(4), 566–579. https://doi.org/10.1037/tmb0000094

Hsu, T.-C., Wen, W.-N., Liao, C.-S., Tu, Y.-F., & Lee, M.-J. (2025). Virtual reality in P-12 education for improving presence, immersion, and 4C skills: A systematic review of empirical research. Thinking Skills and Creativity, 58, Article 101918. https://doi.org/10.1016/j.tsc.2025.101918

Huang, Y.-M., Wang, W.-S., Lee, H.-Y., Lin, C.-J., & Wu, T.-T. (2024). Empowering virtual reality with feedback and reflection in hands-on learning: Effect of learning engagement and higher-order thinking. Journal of Computer Assisted Learning, 40(4), 1413–1427. https://doi.org/10.1111/jcal.12959

Kaplan-Rakowski, R., & Gruber, A. (2024). An experimental study on reading in high-immersion virtual reality. British Journal of Educational Technology, 55(2), 541–559. https://doi.org/10.1111/bjet.13392

Klingenberg, S., Fischer, R., Zettler, I., & Makransky, G. (2023). Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none? Journal of Computer Assisted Learning, 39(1), 218–230. https://doi.org/10.1111/jcal.12741

Li, Y.-F., Guan, J.-Q., Wang, X.-F., Chen, Q., & Hwang, G.-J. (2024). Examining students’ self-regulated learning processes and performance in an immersive virtual environment. Journal of Computer Assisted Learning, 40(6), 2948–2963. https://doi.org/10.1111/jcal.13047

Makransky, G., Petersen, G. B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology, 51(6), 2079–2097. https://doi.org/10.1111/bjet.12954

Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), Article 2832. https://doi.org/10.3390/electronics12132832

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005

Miguel-Alonso, I., Checa, D., Guillen-Sanz, H., & Bustillo, A. (2024). Evaluation of the novelty effect in immersive virtual reality learning experiences. Virtual Reality, 28, Article 27. https://doi.org/10.1007/s10055-023-00926-5

Nachtigall, V., Yek, S., & Rummel, N. (2024). Improving students’ processing of history-related 360° videos through collaboration and emotion regulation. Journal of Computer Assisted Learning, 40(6), 3338–3359. https://doi.org/10.1111/jcal.13076

Petersen, G. B., Klingenberg, S., & Makransky, G. (2022). Pipetting in virtual reality can predict real-life pipetting performance. Technology, Mind, and Behavior, 3(3), 452–467. https://doi.org/10.1037/tmb0000076

Rodrigues, L., Pereira, F. D., Toda, A. M., Palomino, P. T., Pessoa, M., Carvalho, L. S. G., Fernandes, D., Oliveira, E. H. T., Cristea, A. I., & Isotani, S. (2022). Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, 19, Article 13. https://doi.org/10.1186/s41239-021-00314-6

Schnyder, S., Dubach, J., Dall’Olio, L., Tempelmann, S., Cacchione, T., & Martarelli, C. S. (2025). Are primary schools ready for immersive virtual reality? Resistance among stakeholders. Humanities and Social Sciences Communications, 12, Article 1304. https://doi.org/10.1057/s41599-025-05702-1

Šikl, R., Brücknerová, K., Švedová, H., Děchtěrenko, F., Ugwitz, P., Chmelík, J., Pokorná, H., & Juřík, V. (2024). Who benefits and who doesn’t in virtual reality learning: An experimental study comparing two types of school. Journal of Computer Assisted Learning, 40(4), 1591–1604. https://doi.org/10.1111/jcal.12973

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–26. https://doi.org/10.1016/j.learninstruc.2016.01.008

Wang, W.-S., Lee, H.-Y., Lin, C.-J., Li, P.-H., Huang, Y.-M., & Wu, T.-T. (2025). Enhancing students’ learning outcomes in self-regulated virtual reality learning environment with learning aid mechanisms. British Journal of Educational Technology, 56(1), 366–387. https://doi.org/10.1111/bjet.13512

Webb, M., Tracey, M., Harwin, W., Tokatli, O., Hwang, F., Johnson, R., Barrett, N., & Jones, C. (2022). Haptic-enabled collaborative learning in virtual reality for schools. Education and Information Technologies, 27(1), 937–960. https://doi.org/10.1007/s10639-021-10639-4