Using immersive virtual reality to enhance students’ design thinking disposition and academic achievement

Abstract

This study aims to examine the effect of immersive virtual reality (IVR) on students’ design thinking disposition and academic achievement in the topic of electrochemistry. This research employed a quantitative approach with a quasi-experimental design, utilizing pre-test and post-test assessments for both the experimental and control groups. A total of 72 twelfth-grade students from two intact classes at a public high school in Jakarta were selected through convenience sampling. Both groups followed the 5E learning cycle; however, the experimental group utilized VR technology (Oculus Quest 2), while the control group relied on PowerPoint presentations and videos. The collected data were analyzed using independent t-tests, paired t-tests, and Pearson’s correlation. The results of the t-test revealed that learning electrochemistry through IVR was more effective in enhancing students’ design thinking disposition and academic achievement in the experimental group compared to the control group (non-IVR). Also, it was found that students’ design thinking disposition and achievement in the experimental group indicated a positive and significant correlation. The findings suggest that IVR can effectively enhance students’ design thinking disposition and academic achievement, offering a valuable reference for educators seeking to incorporate VR technology into educational practice.