Students’ perceptions of physical magnetic models and immersive virtual reality for chemistry learning

In ongoing science education, utilising informal learning environments such as science centres has emerged as a crucial strategy to enhance learners’ engagement and understanding of complex scientific concepts. However, despite their evident benefits, out-of-school learning environments often fail to produce lasting improvements in learners’ understanding of scientific concepts, largely due to inadequate integration with classroom teaching and a lack of strategic planning. This qualitative study, grounded in a moderate constructivist framework, investigates the perspectives of high school science teachers regarding the significant influence and strategic optimization of science centre visits. Through interviews and document analysis, informed by thematic analysis methodology, the study examines teachers’ perceptions and their prior practices when visiting the science centre. Teachers articulate a compelling narrative of how science centre visits serve as catalysts for active, experiential learning, and bridging the gap between theoretical knowledge and practical application. Furthermore, the study identifies and describes five strategic imperatives aimed at enhancing the effectiveness of science centre visits in science education. These imperatives encompass pre-visit curriculum integration, differentiated learning activities, teacher-led guided exploration, parental involvement, and continuous evaluation and improvement. Grounded in constructivist principles and contemporary educational theories, these strategies offer an inclusive framework to enrich learners’ learning experiences, cultivate their scientific curiosity, and foster a profound and enduring appreciation for the details of science. These findings highlight how crucial it is for teachers to have access to continual professional development opportunities and institutional support to enable them to fully utilise the pedagogical potential of science centre visits in science curricula.

Virtual reality (VR) provides unique opportunities to deliver high-fidelity simulations in healthcare education. Although widely studied in some healthcare fields, VR's impact on the learning experiences of undergraduate students in speech-language pathology (SLP) remains underexplored. This study investigates how immersive and non-immersive VR simulations may influence student perceptions of learning. Thematic analysis was used to analyse written reflections from 40 undergraduate SLP students who completed the same simulation using either Meta Quest 2 immersive VR headsets or non-immersive desktop computers. Three themes emerged: technology as a barrier or facilitator, content realism and relevance, and personal and environmental factors. Immersive VR was described as novel and engaging, though students reported challenges with usability and technical malfunctions. Non-immersive VR was easy to use but less engaging. Perceptions of content relevance and realism also influenced engagement, whereas environmental and personal factors also shaped participants' learning experiences. Both immersive and non-immersive VR technologies hold promise for enhancing SLP education with unique challenges related in part to simulating interpersonal interactions. Immersive VR's novelty can boost engagement with a learning curve, whereas non-immersive VR is more accessible but less engaging. Educators should ensure adequate orientation to technology, use realistic scenarios and consider overall usability to improve VR experiences. These findings identify considerations on how to incorporate VR in SLP education.

Immersive virtual reality (IVR) offers significant transformative potential for science education by supporting learning experiences that deeply engage students and improve their understanding of scientific concepts. Despite considerable interest, research on the use of IVR in science education is still in its formative stage. Currently, there is a substantial gap in a tool that can help stakeholders evaluate key elements of immersive software for science education contexts. This research addresses this gap by conceptualising and applying a framework designed to assist educators, researchers, and designers in assessing essential components of an immersive science application. The framework highlights three key components: IVR technological affordances, the exploration of science within IVR, and scientific representations. These components are synthesised into the Immersive Representations Model (IRM). Employing screen capture methodology, we evaluated the application and significance of the IRM. This study pioneers a structured approach to evaluating immersive technologies in science education.

“We observed that the magnetic field is stronger than gravity”: Exploring linguistically diverse fourth-grade students’ written explanations in science notebooks

Incorporating peer and professional social support features into remotely delivered, technology-supported physical activity interventions may increase their effectiveness. However, very little is known about survivors' preferences for potential social features. This study explored breast cancer survivors' preferences for both traditional (e.g., coaching calls and peer support) and innovative (i.e., message boards and competitions) social support features within remotely delivered, technology-supported physical activity interventions. Survivors [N = 96; Mage = 55.8 (SD = 10.2)] self-reported demographic and disease characteristics and physical activity. A subset (n = 28) completed semistructured phone interviews. Transcribed interviews were evaluated using a thematic content analysis approach and consensus review. Following interviews, the full sample self-reported preferences for social features for remotely delivered physical activity interventions via online questionnaires. Questionnaire data were analyzed using descriptive statistics. Four themes emerged from interview data: (a) technology increases social connectedness; (b) interest in professional involvement/support; (c) connecting with similar survivors; and (d) apprehension regarding competitive social features. Quantitative data indicated that most survivors were interested in social features including a coach (77.1 per cent), team (66.7 per cent), and exercise buddy (57.3 per cent). Survivors endorsed sharing their activity data with their team (80.0 per cent) and buddy (76.6 per cent), but opinions were mixed regarding a progress board ranking their activity in relation to other participants' progress. Survivors were interested in using a message board to share strategies to increase activity (74.5 per cent) and motivational comments (73.4 per cent). Social features are of overall interest to breast cancer survivors, yet preferences for specific social support features varied. Engaging survivors in developing and implementing remotely delivered, technology-supported social features may enhance their effectiveness.

This research examines the use of areca nut (Areca catechu) as a medium for learning Natural Sciences (IPA) at SD Muhammadiyah Lab School Unimuda Sorong. This research aims to explore the impact of using areca nut on students' understanding of science concepts, as well as the challenges faced in its implementation. Using a descriptive qualitative approach, data was collected through observation, interviews and documentation. The results of the research show that the use of areca nuts can increase student involvement in learning, introduce science concepts that are easier to understand, and raise awareness of local wisdom and the importance of environmental conservation. However, there are challenges related to the limited understanding of teachers in using this media effectively and the limited educational infrastructure in the area. This research suggests the need for training for teachers and improving educational facilities to optimize the use of nature-based learning media. It is hoped that the use of local wisdom in education can enrich students' learning experiences and strengthen their understanding of natural sciences.

Development of a two-tier diagnostic test concerning genetics concepts: the study of validity and reliability

This thesis is a report of an investigation into young children’s learning of multiplication and division, more specifically their development of multiplicative thinking. An impetus for this study was a concern that many children have difficulty moving beyond the use of models to solve multiplicative problems and the implications for further learning when they are reliant on these and on additive thinking. It was a mixed method research study that fitted appropriately with a social constructivist perspective on learning. A design research (Hjalmarson & Lesh, 2008) methodology was utilised within a primary school classroom, the purpose of which was two-fold. First, to enable the researcher to observe and interact with students in order to gain insights into their thinking; and second to consider the learning experiences and instructional approaches that best support students’ transition from additive to multiplicative thinking. The study involved 26 Year 3 students (8 and 9 year olds) from two primary schools in suburban Melbourne, who were interviewed on four occasions using task-based clinical interviews, over an eight-month period. Within this time frame, 13 of these students (referred to as the Experimental group) were involved in two classroom interventions on multiplication and division, respectively. Data collection methods utilised during these interventions included semi-structured interviews, observations, field notes, artefacts, and teacher journal. A product of the in-depth analysis of individual student interview data was the development and formation of a Hypothetical Solution Strategy Framework for Whole Number Multiplicative Word Problems. This has the potential to assist teachers and researchers in identifying changes and/or patterns in student strategy choice over extended periods of time, in order to gauge students’ developing understanding of multiplication and division and transition from additive to multiplicative thinking. Five key findings pertaining to students’ strategy choice were evident from this study. 1.There was a relationship between strategy choice and level of task difficulty: the more difficult the task the more sophisticated the strategy choice; the less difficult the task, the less sophisticated the strategy choice. 2.Students solved problems relating to different semantic structures using abstracting strategies. 3.There was little difference in students’ approach to partition and quotition division tasks. 4.A preference for multiplication to solve division problems. 5.Students’ recording of a division equation matched the problem structure. The first two findings suggest that the engagement of students in tasks that involve numbers outside their range of experiences, across the different semantic structures, supports students’ transition from additive to multiplicative thinking. Findings three to five suggests that rather than emphasising the forms of division, teachers need to engage students in a range of problem types and ensure that the model they use matches the questions being asked. Findings from this study make a significant contribution to the current body of literature pertaining to young children’s development of multiplicative thinking and the instructional practices and learning experiences that best support this development.

Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Educators are recognizing the potential power of immersive virtual reality (IVR) to allow learners to experience previously intangible firsthand phenomena, such as atoms and molecules. In this study, an IVR simulation of a complex gene regulation system was co‐designed with an undergraduate microbiology course instructor. The course, with 234 students, was taught using active learning strategies, including peer instruction and exposure to a two‐dimensional computer simulation. Thirty‐four students from the course participated in an interactive IVR experience using head‐mounted displays. We assess students' conceptual understanding using tests, multimodal data collected during the IVR sessions (including video analysis in combination with physiological sensor data and eye‐tracking data) as well as semi‐structured interviews. We found that students who were seated while in IVR demonstrated significantly higher conceptual understanding of gene regulation at the end of the course and higher overall course outcomes, as compared to students who experienced the course as originally designed (control). However, students who experienced IVR in a standing position performed similarly to the control group. In addition, learning gain appears to be influenced by a combination of prior knowledge and how IVR is experienced (ie, sitting vs. standing). Learning implications for the connections between sensorimotor systems and cognition in IVR are discussed. Practitioner Notes What is already known about this topic Research on the educational applications of IVR for K‐12 and higher education emerged in the nineties, which can be summarized by several key reviews and meta‐reviews surveying the field but the answer to questions about the “added‐value” of IVR is often mixed (Dede, Jacobson, & Richards, 2017; Merchant, Goetz, Cifuentes, Keeney‐Kennicutt, & Davis, 2014)—we turn to the question of when IVR is effective for student learning. A common issue reported by researchers is that cognitive overload can hinder learning in IVR (Makransky & Lilleholt, 2018; Moreno & Mayer, 2004). Research considering the contribution of body positioning and sensorimotor perception on cognitive load is just emerging (Funk et al ., 2012; Nerhood & Thompson, 2016). What this paper adds Our finding that learning outcome is influenced by a combination of how IVR is experienced (ie, sitting vs. standing position) and students’ level of prior domain knowledge, builds on earlier findings that suggest IVR experiences to be taxing on cognitive resources and further suggests that body position and prior knowledge are related mitigating factors for learning outcomes in an IVR experience—thus a more nuanced relationship exists between cognitive resources, prior knowledge and learning outcomes in IVR. We offer a new approach for using multimodal physiological measures to gain insight into the conditions under which IVR impacts the learning experience. Implications for practice and/or policy Implications of our preliminary study suggest for a seated IVR learning experience for supporting students with lower levels of prior knowledge of complex concepts, while students with higher levels of prior knowledge could choose between either sitting or standing, full‐body experience.

This study examines the issue of students' low understanding of chemical elements at the MTsN 1 Nganjuk, which is influenced by the abstract nature of the material and the lack of interactivity in its presentation. The primary objective of this research is to evaluate the effectiveness of PUZDIK (Periodic Table Puzzle) as a gamification-based learning medium in enhancing students’ conceptual understanding in science. The study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. The research involved 33 eighth-grade students from MTsN 1 Nganjuk, selected through purposive sampling. The instruments used were essay-type questions for both pretest and posttest, analyzed using the Wilcoxon Signed Ranks Test and N-Gain calculation. The results showed a significant improvement between pretest and posttest scores, with a significance value of 0.000 (< 0.05), and N-Gain scores categorized as high (≥ 0.82), with an average increase reaching 100%. These findings indicate that the PUZDIK media is effective in strengthening students’ conceptual understanding in science. The implication of this study highlights the importance of developing learning media that integrate visual elements and gamification to foster a more engaging, active, and meaningful learning experience.

Science learning is essential for developing students’ critical thinking and conceptual understanding; however, conventional lecture-based approaches often fail to address abstract scientific concepts. The advancement of educational technology offers opportunities through interactive media, which provides engaging and participatory experiences that can transform abstract phenomena into more concrete and accessible forms. This study aims to analyze the effectiveness of interactive media in enhancing students’ understanding of science concepts. A qualitative literature study design was employed, focusing on peer-reviewed publications between 2015 and 2023 obtained from international and national databases. Content analysis was applied to synthesize findings across studies. The results indicate that interactive media significantly improves students’ conceptual understanding by enabling them to visualize abstract processes such as molecular structures, energy transformations, and ecological interactions. It also enhances motivation and engagement, as students find learning activities more enjoyable, meaningful, and interactive. Moreover, interactive tools support differentiated learning, accommodating diverse student abilities and learning styles, thus promoting inclusive education. Evidence from both international and Indonesian contexts demonstrates that interactive media is effective even in resource-constrained settings when appropriately designed. Overall, this study concludes that integrating interactive media into science classrooms is not only a technological enhancement but also a pedagogical necessity. While most existing research highlights cognitive outcomes, further exploration of affective and psychomotor impacts is required. The findings reinforce the potential of interactive media to align with 21st-century education goals, particularly the Merdeka Curriculum, which emphasizes project-based, student-centered, and experiential learning.

Background: Hypertension, obesity, and a sedentary lifestyle are interrelated, forming a vicious cycle that deteriorates cardiovascular health. In addition to being a pathology, hypertension is a risk factor for cardiovascular diseases, one of the leading causes of mortality worldwide. Interventions that combine weight loss and physical activity (PA) reduce cardiovascular risk, but many people face barriers in adhering to regular PA regimens such as a lack of time or motivation. Immersive virtual reality (IVR) has emerged as an innovative alternative to promote PA. This study explored the perceptions of individuals with hypertension and cardiovascular risk regarding the use of IVR as a tool for PA. Methods: Fifteen hypertensive adults with cardiovascular risk completed twelve IVR exercise sessions over thirty days. Semi-structured interviews were conducted. Results: The thematic analysis identified three main themes: (1) PA, sedentary lifestyle, and health; (2) experiences and perceptions of IVR and PA; and (3) IVR as a useful and safe tool. The participants found IVR engaging, motivating, and effective in overcoming barriers such as a lack of time and social anxiety. Gamification and immersion facilitated greater adherence and enjoyment. Conclusions: The participants of this study perceived IVR as an innovative, engaging, and motivating tool for promoting PA. The participants positively valued IVR's ability to overcome common barriers such as lack of time, adverse weather conditions, and lack of motivation, as well as its immersive and gamified features, which enhanced the adherence to and enjoyment of PA. These results suggest that IVR could complement traditional exercise programs by facilitating the initiation of active routines in sedentary individuals.

The interrelationship of science and engineering and the recent inclusion of engineering in K‐12 science standards have promoted the incorporation of engineering design in science classrooms. However, empirical studies on the impacts of engineering design on science learning show mixed findings and indicate that factors such as the complexity of design tasks, a lack of connections between design tasks and the underlying science concepts, and the limited experience with engineering among science teachers can influence learning gains from design activities. One useful approach for addressing these challenges is through the use of technologies such as interactive simulations, which have become increasingly prevalent in STEM education. In the present study, we used a simulation to investigate the effects of task context (science vs. engineering) on students' investigation behaviors and their understanding of science concepts. Furthermore, considering the relative novelty and complexity of an engineering context to many students, we examined how structuring students' responses in the engineering context affects their behaviors and learning. A total of 349 high school students were randomly assigned to one of three conditions: science, structured engineering, and unstructured engineering. In the science condition, students used the simulation to investigate the effects of four variables on the saturation concentration of solutions. Using the same simulation, students in the structured and unstructured engineering conditions were directed to recommend the optimal variable values that meet a set of given constraints and maximize the saturation concentration for a commercial product. The only difference between the two engineering conditions was whether structuring was provided in the response fields presented to students as they entered responses for the target variables. Results suggested that the engineering context stimulated students to engage in more comprehensive investigation behaviors as compared to the science context. In contrast, students in the science condition exhibited more systematic behaviors. However, the increased comprehensiveness of behaviors in the engineering conditions did not translate into significantly greater learning of the science content in these conditions, indicating that students might have focused on the surface features associated with the engineering goal without making deep connections between the two domains. Furthermore, structuring students' responses within an engineering context as used in the current study did not lead to significant differences in investigation behaviors or learning outcomes.

The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.