2026-10-13T21:01:34Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33717931 2026-09-14T04:33:13Z category_129 portal_316 item_type_3 month_year_09_2026

Table 1_Development of a virtual reality model for STEM education.docx Bakytzhan Kurbanbekov (24867826) Sherzod Ramankulov (24867829) Shakhnoza Abdurakhmanova (24867832) Indira Usembayeva (24867835) Ainur Karimova (24867838) Bexultan Assanbek (24867841) Education cognitive processing electromagnetism education learning motivation learning retention stem education structural equation modelling virtual reality visualisation quality <p>Immersive virtual reality (VR) enables interactive three-dimensional representations of abstract scientific phenomena, but its educational value depends on how it is integrated into instructional practice. This study developed and longitudinally evaluated a VR-supported instructional model for undergraduate electromagnetism. The baseline cohort comprised 193 students from two physics-related programmes; 187 completed the immediate post-test (T2), and 181 completed the two-month follow-up (T3). The intervention consisted of four 40–50-minute instructional sessions delivered over two weeks, with approximately 5–10 min of active VR interaction per participant during each session. The instructional sequence combined guided exploration, manipulation of a current-carrying loop in a magnetic field, prediction tasks, instructor-facilitated discussion, and structured reflection. Repeated-measures analyses based on 181 complete cases showed significant changes over time in electromagnetism achievement, cognitive processing, learning motivation, and perceived learning outcomes (all p < .001; partial ηp² = .385–.465). Cognitive processing, learning motivation, and perceived learning outcomes remained relatively stable from T2 to T3, whereas electromagnetism achievement showed a small descriptive decline while remaining above its baseline mean. Structural equation modelling using T2 data (n = 187) showed positive associations between perceived visualisation quality and cognitive processing (β = .61), cognitive processing and learning motivation (β = .57), and learning motivation and perceived learning outcomes (β = .63). The sequential indirect association between perceived visualisation quality and perceived learning outcomes through cognitive processing and learning motivation was also significant [β = .22, 95% CI (.142,.319), p < .001]. Given the single-group design and concurrent measurement of the SEM constructs, the findings indicate within-cohort temporal changes and theoretically consistent associations rather than causal effects of VR.</p> 2026-09-14T04:33:13Z Dataset Dataset 10.3389/feduc.2026.1863366.s001 https://figshare.com/articles/dataset/Table_1_Development_of_a_virtual_reality_model_for_STEM_education_docx/33717931 CC BY 4.0