Beyond Traditional Classrooms: Comparing Virtual Reality Applications and Their Influence on Students’ Motivation

Abstract

This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR’s role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education.

Keywords: 

student motivation; virtual reality; higher education; educational innovation; gender differences

1. Introduction

The use of VR has gained significant interest in the field of education due to its ability to create immersive environments where students can interact with educational content. This technology is applicable across all levels of education, from primary to university [1]. VR enhances the student experience by displaying realistic virtual environments that enable the exploration of concepts, providing a more engaging and effective learning space and facilitating innovative pedagogical methods [2,3]. Among the benefits of using VR in education are improved learning outcomes and increased student motivation [4]. However, challenges remain, such as the need for further research and development and limited access to VR devices [5]. Despite these challenges, VR technology is poised to become more widely used in the future.

2. Methods

In this research, a quasi-experimental study was conducted using two VR applications across two different study groups, both led by the same instructor. The research design is quantitative, exploratory, and descriptive. The VR applications were used in English. The VR implementation was guided by an instrument based on Keller’s four dimensions of motivation [37]. The sample consisted of 52 final-semester high school students studying physics and an introduction to biomedical sciences at a private institution in Mexico. Each group comprised 15 female and 11 male students. Data analysis involved descriptive and inferential statistics to assess student motivation when using VR in the classroom and to identify any significant gender-related differences among the participants.