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Vrijraj Singh
Agprop, Second floor, Passport seva kendra, Sub. Major Laxmi Chand Rd, Sector 18, Gurugram, Shahpur, Haryana 122015, India

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Evaluating Student Learning Outcomes in Virtual Reality Adaptive Chemistry Mohammad Farid Machfudin; Esther Irawati Setiawan; Kevin Jonathan Halim; Joan Santoso; Agung Bella Putra Utama; Gunawan Gunawan; Samuel Budi Wardana Kusum; Vrijraj Singh; Tong Nam Tuan Vu
Jurnal Ilmu Pendidikan Vol. 31 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i22025p388-398

Abstract

This study evaluates the effectiveness of a Virtual Reality (VR)–based adaptive learning application in enhancing high school students’ understanding of chemical compounds. The primary objective was to quantitatively assess the impact of the VR intervention on student learning outcomes across two distinct cohorts (N = 78). A pretest–posttest control-group design was employed, with two parallel groups (Group A and Group B) to ensure internal validity and comparability of results. The findings consistently indicate a marked contrast between the experimental and control conditions. Students in the control groups showed declines in performance, with negative learning gains of −8.32 and −15.20, suggesting learning loss when conventional instructional methods were used. In contrast, students exposed to the VR-based adaptive learning application demonstrated positive learning gains of +2.90 and +9.70, reflecting meaningful improvements in conceptual understanding. Further analysis of the intervention’s impact revealed effect sizes ranging from medium (Cohen’s d = 0.722) to very large (d = 2.182). These results indicate not only statistical significance but also substantial practical significance. Overall, the findings provide strong empirical evidence that the VR-based adaptive learning application is effective in preventing learning loss and significantly enhancing students’ understanding of chemical compounds when compared to traditional instructional approaches.
Co-Authors Agung Bella Putra Utama Agung Bella Putra Utama Esther Irawati Setiawan Esther Irawati Setiawan Gunawan Gunawan Gunawan Gunawan Joan Santoso Joan Santoso Kevin Jonathan Halim Kevin Jonathan Halim Mohammad Farid Machfudin Mohammad Farid Machfudin Samuel Budi Wardana Kusum Samuel Budi Wardana Kusuma Tong Nam Tuan Vu Tong Nam Tuan Vu