This mixed-method quasi-experimental study investigated the effects of virtualreality immersion (VRI) in biology classes on East Jerusalem high school students’scientific habits of mind, specifically self-regulation, critical thinking, and creativethinking. The study was grounded in the Cognitive Affective Model of ImmersiveLearning (CAMIL), which emphasizes how immersive environments enhancecognitive and affective engagement. A random cluster sample of 207 maleand female students from three East Jerusalem high schools (two male andone female) participated in the study. Over a four-month period, participantswere exposed to VRI-based biology content designed according to CAMILprinciples. Data were collected using pre- and post-tests to measure changes instudents’ self-regulation, critical thinking, and creative thinking. A mixed-methoddesign was employed to capture both measurable outcomes and students’ livedexperiences, integrating quantitative results with qualitative insights to ensuremethodological triangulation. Quantitative analysis using the non-parametricWilcoxon Signed-Rank Test revealed statistically significant and substantialimprovements in students’ self-regulation, critical thinking, and creative thinkingfollowing the integration of VRI. Qualitative findings supported these outcomes,highlighting students’ positive perceptions and experiences with immersivebiology learning. The findings demonstrate that incorporating VRI into biologyinstruction can meaningfully enhance students’ higher-order thinking skills andscientific habits of mind. These results suggest the potential of VRI to encouragegreater student interest and enrollment in scientific tracks. However, furtherresearch is recommended across other science subjects (e.g., physics, chemistry,and mathematics) to validate the broader applicability of these results. Educatorsand researchers are encouraged to explore VRI integration to foster students’cognitive growth and promote pursuit of higher education in scientific domains.
 

Title

Frontiers in Education

Publisher

Frontiers

Publisher Country

Switzerland

Indexing

Scopus

Impact Factor

1.9

Publication Type

Online only

Volume

10

Year

--

Pages

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