Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances

This quasi-experimental study examined the influences of an Immersive Virtual Reality (IVR) adoption in the classroom and compared learning achievement, motivation, and perception between two versions of the learning approaches (IVR-based STREAM learning and Desktop Virtual Reality (DVR)-based STREAM learning). Twenty middle school students in the experimental group used a Head-Mounted Display, while twenty students in the comparison group used a DVR display to learn about tourism sites. The following data sources were used: (a) a multiple-choice questions pre-test and post-test measuring learning achievement (b) a validated questionnaire comprised of five-point Likert scale items measuring motivation and perceptions towards the utilization of IVR-based STREAM and DVR-based STREAM instructional approaches. The analysis of covariance (ANCOVA) and the independent samples t-test were used to examine the data. The results showed that the experimental group had significantly higher leaning achievement and motivation to learn. While the difference in the students’ perception test scores between the two groups in this study was not statistically significant, the comparison group's mean was lower than that of the experimental group. Our findings support the use of IVR-based STREAM instructional approach in students’ learning performances. It also explains how to integrate and adopt an IVR-based STREAM instructional approach in the classroom.