Immersive Virtual Reality as a Pedagogical Catalyst for Experiential Learning and Conceptual Development in Secondary STEM Education
DOI:
https://doi.org/10.65222/VIRAL.2026.2.15.35Keywords:
Abstract
Immersive Virtual Reality (VR) is increasingly positioned as a transformative instructional medium capable of bridging theoretical abstraction and experiential practice in STEM education. This study investigates the pedagogical impact of VR-supported physics simulations on secondary students’ conceptual understanding and motivational engagement within a STEAM framework.
A quasi-experimental design was implemented during a structured instructional unit involving 94 secondary school students in Bucharest. Participants were assigned to either an experimental group, which engaged with immersive VR-based physics laboratory simulations, or a control group, which completed equivalent curricular activities through conventional laboratory instruction. Conceptual mastery was assessed using curriculum-aligned post-intervention measures targeting foundational physics constructs, while motivational and affective responses were captured through validated self-report instruments. Semi-structured interviews provided qualitative insight into learners’ perceptions of immersion, collaboration, and cognitive engagement.
Findings indicate significantly higher levels of conceptual comprehension and learner motivation among students exposed to VR-supported instruction. Qualitative evidence further suggests enhanced curiosity, deeper collaborative inquiry, and stronger perceived knowledge retention. These results reinforce the potential of immersive environments to support experiential learning processes when pedagogically structured and aligned with curricular goals.
The study concludes that VR serves not merely as a technological novelty but as a pedagogical catalyst capable of enriching STEM learning when embedded within reflective, teacher-mediated instructional design. Purposeful integration of immersive technologies can foster deeper conceptual understanding and sustained learner engagement beyond surface-level visual immersion.
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