The impact of virtual reality on self-efficacy, self-regulation, motivation, and academic performance in sciences
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https://doi.org/10.36681/Keywords:
Virtual reality, academic performance, self-efficacy, self-regulation, academic motivationAbstract
This study aimed to investigate the impact of using VR technology on the academic self-efficacy, self-regulation, academic motivation and academic performance of Iranian eighth-grade pupils in the field of experimental sciences. The research employed a quasi-experimental model with two experimental groups and a control group. A pre-test and post-test design was administered to both groups. The study population consisted of all male eighth-grade students at the secondary school level in Bam, Iran. The sampling method used was purposive convenience sampling, as conducting the research required specific facilities and equipment, such as VR goggles. In this study, four standard questionnaires were employed as research tools: one for self-efficacy developed by Midgley (2000), one for self-regulation (SRQ) developed by Miller and Brown (1991), one for the academic motivation questionnaire by Harter's scale (1981), and to measure academic performance, a researcher-made test in the field of experimental sciences. The collected data were analysed using SPSS 23 software. The results showed a significant relationship between the use of virtual reality and academic performance, self-efficacy, self-regulation, and motivation. Virtual Reality is a tool that can be used to help school learners and meet the needs of future science teachers.
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