Cultivating self-directed learning abilities in K-12 students through immersive online virtual tours

Abstract

ABSTRACT The present study employed virtual reality technology to develop online learning environments that facilitated student cultural and self-directed learning. Junior high school participants engaged in creating virtual tours, sharing them with peers online, and implementing self-directed learning strategies. A one-group posttest-only design was employed to assess students' perceived enhancement of their self-directed learning skills. Sixteen junior high school students took part in the research. Data collection involved multiple research instruments: (1) interviews with students, (2) questionnaires, (3) teachers' reports, and (4) analysis of the content created by the participants. The results demonstrated that the participants perceived improvements in their abilities to diagnose learning needs, formulate learning goals, actively engage in the learning process, and evaluate their learning experiences by the end of the learning activity. The findings from various data sources suggest that online learning environments utilizing virtual reality technology may effectively foster the development of students' self-directed learning abilities. Moreover, the students expressed satisfaction and a positive perception of their learning experience using VR technology. Consequently, we propose that educators and researchers leverage the insights and outcomes of this study to design similar online learning environments supported by virtual reality technology, aiming to cultivate students' self-directed learning capabilities.