The Effect of Immersive Virtual Reality-Enhanced Experiential Learning on Middle School students’ Knowledge Retention, Creativity, and Perceptions

Abstract

While immersive virtual reality (IVR) shows promise as an educational tool, its effectiveness in facilitating cognitive achievement and learning experiences among young learners remains underexplored. This study adapted Kolb’s experiential learning theory to design, develop, implement, and examine an IVR-supported experiential learning model (IVR-ELM) within middle-school Arts lessons. Using a quasi-experimental method, quantitative and qualitative data indicated IVR-supported experiential learning facilitated middle school learners’ cognitive and affective outcomes. Quantitative results revealed significantly higher knowledge retention, creative design abilities, engagement, interest, and perceived competency in the IVR group compared to a traditional classroom. Qualitative data revealed students’ overall positive learning experience with high presence, enjoyment, idea generation confidence, and appreciation for IVR’s flexible, reusable hands-on activities. The findings suggest IVR-ELM effectively leveraged IVR’s unique affordances to enhance learning and promote engaging experiences for middle school Arts students. This study contributes empirical insights into theoretically grounded IVR integration within an authentic classroom setting, addressing a crucial research gap. Implications for future IVR implementation in K-12 education are discussed.