Enhancing Secondary Students' Conceptual Understanding through Virtual Reality-Integrated and Guided Inquiry-Based Approach
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| Title: | Enhancing Secondary Students' Conceptual Understanding through Virtual Reality-Integrated and Guided Inquiry-Based Approach |
|---|---|
| Language: | English |
| Authors: | Sweet Raiza Torres (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(1):84-104. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools |
| Descriptors: | Secondary School Students, Student Attitudes, Computer Simulation, Active Learning, Inquiry, Technology Uses in Education, Grade 7, Heat, Public Schools, Foreign Countries, Misconceptions, Concept Formation, Scientific Concepts, Science Instruction, Climate |
| Geographic Terms: | Philippines |
| ISSN: | 2651-5369 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494352 |
| Database: | ERIC |
| Abstract: | 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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| ISSN: | 2651-5369 |
