Virtual reality-supported learning: Effects on students’ conceptual understanding and digital competence
TL;DR
It is demonstrated that theory-informed, teacher-guided VR integration can enhance conceptual understanding and was associated with descriptive within-group shifts in digital competence in secondary biology, offering an implementation model for immersive learning in Vietnamese upper secondary education.
Abstract
Cell biology poses representational challenges for high school students because cellular structures are microscopic, spatially complex, and difficult to understand through static two-dimensional diagrams. This study examined whether a structured virtual reality (VR)-supported biology intervention using the BIO-VR application could improve grade 10 students’ conceptual understanding of eukaryotic cell structure and function while also developing their digital competence. A two-phase quantitative design was employed in Hanoi, Vietnam. The preliminary phase surveyed 40 biology teachers and 305 grade 10 students to assess information and communication technology and VR readiness. The intervention phase used a quasi-experimental nonequivalent control group design with two intact grade 10 classes (N = 84). Digital competence was examined descriptively within the VR group. Students’ self-assessments and teacher observations showed upward shifts across four rubric dimensions: device operation, information seeking and evaluation, digital safety, and technical problem-solving. The study demonstrates that theory-informed, teacher-guided VR integration can enhance conceptual understanding and was associated with descriptive within-group shifts in digital competence in secondary biology, offering an implementation model for immersive learning in Vietnamese upper secondary education.