Skip to main content
SpringerLink
Log in

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

  • Research Article
  • Published:
Educational technology research and development Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Benham, S., Kang, M., & Grampurohit, N. (2019). Immersive virtual reality for the management of pain in community-dwelling older adults. OTJR Occupation, Participation and Health, 39(2), 90–96. https://doi.org/10.1177/1539449218817291

    Article  Google Scholar 

  • Buttussi, F., & Chittaro, L. (2018). Effects of different types of virtual reality display on presence and learning in a safety training scenario. IEEE Transactions on Visualization and Computer Graphics, 24(2), 1063–1076.

    Article  Google Scholar 

  • Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35(3), 398–406. https://doi.org/10.1016/j.evalprogplan.2011.11.007

    Article  Google Scholar 

  • Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425–434. https://doi.org/10.1177/014662168801200410

    Article  Google Scholar 

  • Damjanovic, V., & Simmons, J. (2022). Integrating tangible technologies with young children’s STREAM project. Children’s creative inquiry in STEM (pp. 291–308). Springer.

    Chapter  Google Scholar 

  • Edwards, L., & Ritchie, B. (2022). Challenging and confronting: The role of humanities in fostering critical thinking, cultural competency and an evolution of worldview in enabling education. Student Success, 13(1), 10–20.

    Google Scholar 

  • Han, I. (2020). Immersive virtual field trips in education: A mixed-methods study on elementary students’ presence and perceived learning. British Journal of Educational Technology, 51(2), 420–435. https://doi.org/10.1111/bjet.12842

    Article  Google Scholar 

  • Hwang, G. J., Wu, C. H., & Kuo, F. R. (2013). Effects of touch technology-based concept mapping on students’ learning attitudes and perceptions. Journal of Educational Technology & Society, 16(3), 274–285.

    Google Scholar 

  • Johnson, C. D. (2018). Using virtual reality and 360° video in the religious studies classroom: An experiment. Teaching Theology & Religion, 21(3), 228–241. https://doi.org/10.1111/teth.12446

    Article  Google Scholar 

  • Kim, A., Darakjian, N., & Finley, J. M. (2017). Walking in fully immersive virtual environments: An evaluation of potential adverse effects in older adults and individuals with Parkinson’s disease. Journal of Neuroengineering and Rehabilitation, 14(1), 16. https://doi.org/10.1186/s12984-017-0225-2

    Article  Google Scholar 

  • Kjeldsen, K. (2019). A study-of-religion (S)-based religion education: Skills, knowledge, and aims. Center for Educational Policy Studies Journal, 9(4), 11–29. https://doi.org/10.26529/cepsj.678

    Article  Google Scholar 

  • Klingenberg, S., Jørgensen, M. L., Dandanell, G., Skriver, K., Mottelson, A., & Makransky, G. (2020). Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. British Journal of Educational Technology, 51(6), 2115–2138. https://doi.org/10.1111/bjet.13029

    Article  Google Scholar 

  • Kohut, M., Benda, C., Romero, R., & Hook, B. (2016). Research support services: Religious studies. Vanderbilt Divinity Library.

  • Liu, H. Y., Wang, I. T., Huang, D. H., Hsu, D. Y., & Han, H. M. (2020). Nurturing and enhancing creativity of nursing students in Taiwan: A Quasi-Experimental Study. The Journal of Creative Behavior, 54(4), 799–814. https://doi.org/10.1002/jocb.407

    Article  Google Scholar 

  • Lund, B. D., & Wang, T. (2019). Effect of virtual reality on learning motivation and academic performance: What value may VR have for library instruction? Kansas Library Association College and University Libraries Section Proceedings. https://doi.org/10.4148/2160-942X.1073

    Article  Google Scholar 

  • Makransky, G., Borre-Gude, S., & Mayer, R. E. (2019a). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691–707. https://doi.org/10.1111/jcal.12375

    Article  Google Scholar 

  • Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019b). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007

    Article  Google Scholar 

  • Maryanti, S., Hartati, S., Kurniawan, D. T., & Sukardi, R. R. (2022). Development of educational video teaching materials on Covid-19 issues by prospective teachers using the STREAM approach in science education. European Online Journal of Natural and Social Sciences, 11(3), 679.

    Google Scholar 

  • Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/10.1016/j.compedu.2019.103603

    Article  Google Scholar 

  • Miller, M. D., Castillo, G., Medoff, N., & Hardy, A. (2021). Immersive VR for organic chemistry: Impacts on performance and grades for first-generation and continuing-generation university students. Innovative Higher Education, 46, 565–589. https://doi.org/10.1007/s10755-021-09551-z

    Article  Google Scholar 

  • Mühling, T., Späth, I., Backhaus, J., Milke, N., Oberdörfer, S., Meining, A., & König, S. (2023). Virtual reality in medical emergencies training: benefits, perceived stress, and learning success. Multimedia Systems. https://doi.org/10.1007/s00530-023-01102-0

    Article  Google Scholar 

  • Ningsih, T., Purnomo, S., Muflihah, M., & Wijayanti, D. (2022). Integration of science and religion in value education. International Journal of Recent Educational Research, 3(5), 569–583. https://doi.org/10.46245/ijorer.v3i5.248

    Article  Google Scholar 

  • Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241

    Article  Google Scholar 

  • Parong, J., & Mayer, R. E. (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning, 37(1), 226–241.

    Article  Google Scholar 

  • Patrick, M. L., Gulayets, V., & Peck, C. L. (2017). A call for teacher professional learning and the study of religion in social studies. Canadian Journal of Education, 40(4), 603–637.

    Google Scholar 

  • Pellas, N., Mystakidis, S., & Kazanidis, I. (2020). Immersive virtual reality in K-12 and Higher education: A systematic review of last decade scientific literature. Special issue: “Virtual reality and cognitive sciences.” Virtual Reality, 25, 835–861.

    Article  Google Scholar 

  • Sanusi, I., Hasbiyallah, H., Ihsan, M. N., & Rahman, A. M. (2022). Inovasi Pembelajaran Science, Technology, Religion, Engineering, Art, and Mathematics Pada Mata Pelajaran Pendidikan Agama Islam. Jurnal Perspektif, 6(2), 89–105.

    Article  Google Scholar 

  • Schönauer, C., Roussou, M., Rüggeberg, J., Rüggeberg, J., Katsikaris, L., Rogkas, S., & Christopoulos, D. (2023). Creating informal learning and first responder training XR experiences with the immersivedeck. In 2023 IEEE conference on virtual reality and 3D user interfaces abstracts and workshops (VRW) (pp. 53–60). IEEE

  • Schrom-Feiertag, H. E. L. M. U. T., Regal, G., & Murtinger, M. (2022). MED1stMR: Mixed reality to enhance the training of medical first responders for challenging contexts

  • Shi, A., Wang, Y., & Ding, N. (2019). The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1681467

    Article  Google Scholar 

  • Sinclair, S., & Maiden, J. (2020). Take a picture of religion: Engaging students in the multisensory study of lived religion. Journal of the British Association for the Study of Religions, 22, 122–137. https://doi.org/10.18792/jbasr.v22i0.51

    Article  Google Scholar 

  • Southgate, E., Smith, S. P., & Cheers, H. (2016). Immersed in the future: A roadmap of existing and emerging technology for career exploration (DICE Report Series No. 3). DICE Research.

    Google Scholar 

  • Stubbs, K. N., & Yanco, H. A. (2009). STREAM: A workshop on the use of robotics in K–12 STEM education. IEEE Robotics & Automation Magazine, 16(4), 17–19. https://doi.org/10.1109/MRA.2009.934830

    Article  Google Scholar 

  • Trombetta, M., Henrique, P. P. B., Brum, M. R., Colussi, E. L., De Marchi, A. C. B., & Rieder, R. (2017). Motion Rehab AVE 3D: A VR-based exergame for post-stroke rehabilitation. Computer Methods and Programs in Biomedicine, 151, 15–20. https://doi.org/10.1016/j.cmpb.2017.08.008

    Article  Google Scholar 

  • Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39–52. https://doi.org/10.1080/14703290903525838

    Article  Google Scholar 

  • Yang, X., Lin, L., Cheng, P. Y., Yang, X., Ren, Y., & Huang, Y. M. (2018). Examining creativity through a virtual reality support system. Educational Technology Research and Development, 66(5), 1231–1254. https://doi.org/10.1007/s11423-018-9604-z

    Article  Google Scholar 

  • Zhang, H., Yu, L., Ji, M., Cui, Y., Liu, D., Li, Y., & Wang, Y. (2020). Investigating high school students’ perceptions and presences under VR learning environment. Interactive Learning Environments, 28(5), 635–655. https://doi.org/10.1080/10494820.2019.1709211

    Article  Google Scholar 

  • Zikky, M., Fathoni, K., & Firdaus, M. (2018). Interactive distance media learning collaborative based on virtual reality with solar system subject. In 2018 19th IEEE/ACIS international conference on software engineering, artifcial intelligence, networking and parallel/distributed computing (SNPD) (pp. 4–9). IEEE. https://doi.org/10.1109/SNPD.2018.8441031

Download references

Author information

Authors and Affiliations

  1. Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei, Taiwan

    Melese Astatke, Cathy Weng, Abebayehu Yohannes, Matere M. Isaac & Wei-Kai Liou

Authors
  1. Melese Astatke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Cathy Weng
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Abebayehu Yohannes
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Matere M. Isaac
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Wei-Kai Liou
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Melese Astatke.

Ethics declarations

Conflict of interest

No conflict of interest exists, according to the authors.

Informed consent

All participants in this experiment were provided with information regarding its objectives. Furthermore, all data have been anonymized to ensure participant privacy.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Astatke, M., Weng, C., Yohannes, A. et al. Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances. Education Tech Research Dev (2024). https://doi.org/10.1007/s11423-024-10381-x

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s11423-024-10381-x

Keywords

Search

Navigation