Abstract
ABSTRACT Virtual reality is revolutionising science education, particularly in microbiology, by allowing students to explore intricate structures as if they were the size of a bacterium. This study investigates the impact of different levels of immersion and signalling principles on students’ presence, interest, and engagement in VR learning environments. Results indicate that in low-immersive virtual reality (LiVR), the use of the signalling principle (SP) significantly enhances presence, interest, and engagement compared to the non-signalling principle (NSP). However, in High Immersive Virtual Reality (HiVR), there were no significant differences in presence or interest between SP and NSP groups, although HiVR resulted in significantly higher engagement than LiVR. These findings suggest that while signalling principles enhance learner experiences in lower immersive settings, their impact diminishes in higher immersive contexts. This study underscores the importance of considering immersion levels and instructional design principles in creating effective VR learning environments, especially for complex subjects like microbiology. The insights gained highlight the transformative potential of VR in education, providing immersive, interactive, and impactful learning experiences that deepen students’ understanding and engagement.
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