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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Digital Learning and Distance Education
Liza Yuliana
Digital Business Study Program, Universitas Nahdlatul Ulama Sumatera Barat, Padang, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Virtual Reality Trends as a Tool for Science Learning Revolution in the 21st Century: A Systematic Review Arie Wahyu Prananta; Ruth Rize Paas Megahati S; Sudirman; Liza Yuliana
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13177

Abstract

VR educational multimedia systems have demonstrated their ability to improve teaching and learning efficiency through the provision of visual and interactive elements that accommodate a variety of learning preferences. This study aims to analyze and explore various research publications that investigate the use of virtual reality as a tool for the educational revolution in higher education. The research method used is a systematic literature review (SLR). The stages of this study include formulating research questions, searching for articles according to the research theme, identifying articles, screening articles, selecting potential articles, analyzing and synthesizing qualitative findings, and preparing a research report. The study yielded 21 potential articles that reflect the most recent research findings. The study's findings indicate that VR has the potential to revolutionize higher education by offering immersive learning experiences that captivate students in ways that conventional approaches cannot. This study highlights the growing interest in the application of VR technology in educational settings. The implications of this study emphasize the role of VR as a tool for the educational revolution in higher education, while also highlighting the need for careful implementation, ongoing research, and investment in technology and training to maximize its benefits.
Designing AI-Enhanced Flipped Classrooms for Remote Applied Sciences: A Framework for Distance Educators Yeni Erita; Liza Yuliana
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 2 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i2.757

Abstract

The rapid evolution of generative artificial intelligence and large language models has opened new frontiers in contemporary distance education. In the context of remote applied sciences—such as engineering, aquaculture, biochemistry, and agriculture—educators face persistent hurdles due to the spatial separation of experimental laboratories, the abstract nature of physical-chemical phenomena, and low cognitive retention under conventional asynchronous models. This study introduces a comprehensive instructional architecture: the AI-Enhanced Flipped Classroom Framework. The primary objective of this study is to formulate, implement, and empirically evaluate a pedagogical framework that integrates text-to-text LLMs (e.g., ChatGPT, Claude) and text-to-image diffusion models (e.g., DALL-E 3, Midjourney) as cognitive partners to scaffold remote students during the pre-class asynchronous phase. A rigorous multi-phase explanatory sequential mixed-methods research design was executed across four applied science modules at a large distance learning institution over a full academic semester. Quantitative datasets tracked cognitive engagement matrices, conceptual mastery scores, and structural equation modeling (SEM) indices, alongside qualitative semi-structured focus groups exploring the student lived experience. The findings demonstrate that remote students leveraging the AI-FCF framework achieved a 38.5% statistically significant increase in cognitive retention, a marked decline in intrinsic cognitive load during subsequent live virtual practical sessions, and enhanced self-regulated learning capacities. Crucially, the deployment of "Verification-Based Authentic Assessments" successfully mitigated the academic risk of data hallucinations, transforming artificial fallibility into explicit opportunities for nurturing digital literacy and scientific skepticism. This review establishes that AI integration does not displace distance educators but strategically expands their capacity to design adaptive, student-centered digital ecologies.
Co-Authors Arie Wahyu Prananta Ruth Rize Paas Megahati S Sudirman Yeni Erita