Enhancing Secondary Students' Conceptual Understanding through Virtual Reality-Integrated and Guided Inquiry-Based Approach
DOI:
https://doi.org/10.46328/ijtes.5281Keywords:
virtual reality integrated guided inquiry-based learning, heat and temperature, quasi-experimental study, conceptual understanding, immersive learningAbstract
This study explored the effectiveness of a virtual reality (VR)-integrated guided inquiry-based learning module in enhancing Grade 7 students’ conceptual understanding of heat and temperature—topics often associated with misconceptions. Conducted in a Philippine public school, the quasi-experimental study involved 32 students who completed pretests, posttests, and reflective questionnaires. Results indicated a statistically significant improvement in posttest scores (p < 0.001), demonstrating that the VR-enhanced approach effectively addressed conceptual gaps. Qualitative findings revealed increased engagement, improved visualization of scientific phenomena, and greater motivation to learn. Students noted that VR made abstract concepts more tangible compared to traditional methods. However, some reported mild physical discomfort, such as dizziness and eye strain, pointing to the need for ergonomic consideration in VR use. The study highlights the pedagogical value of VR in science education, offering immersive, inquiry-driven learning experiences that foster deeper understanding while emphasizing the need for thoughtful implementation to ensure student well-being.
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