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Author ORCID Identifier

Yang Liu: https://orcid.org/0000-0002-6447-9095

Abstract

While immersive virtual reality (IVR) shows promise as an educational tool, its effectiveness in facilitating cognitive achievement and learning experiences among young learners remains underexplored. This study adapted Kolb’s experiential learning theory to design, develop, implement, and examine an IVR-supported experiential learning model (IVR-ELM) within middle-school Arts lessons. Using a quasi-experimental method, quantitative and qualitative data indicated IVR-supported experiential learning facilitated middle school learners’ cognitive and affective outcomes. Quantitative results revealed significantly higher knowledge retention, creative design abilities, engagement, interest, and perceived competency in the IVR group compared to a traditional classroom. Qualitative data revealed students’ overall positive learning experience with high presence, enjoyment, idea generation confidence, and appreciation for IVR’s flexible, reusable hands-on activities. The findings suggest IVR-ELM effectively leveraged IVR’s unique affordances to enhance learning and promote engaging experiences for middle school Arts students. This study contributes empirical insights into theoretically grounded IVR integration within an authentic classroom setting, addressing a crucial research gap. Implications for future IVR implementation in K-12 education are discussed.

First Page

173

Last Page

195

Ethics Approval

Not Applicable

Declaration Statement

Data Availability Statement:

The datasets analyzed during the current study are available from the corresponding author on reasonable request.

Funding Statement:

This research received no external funding.

Conflict of Interest Disclosure:

The authors declare no conflict of interest.

Ethics Approval Statement:

The data used in this study were collected and provided (after removing identifiers) by Dr. Ruixue Liu, a lecturer at Northwest Normal University, Lanzhou, China. All participants' guardians signed the informed consent forms prior to the study. No data use agreement was required to be signed before receiving access to the data. The authors of this paper did not directly interact with the participants. The Office of Research Integrity and Protections at the authors' institution determined that an Institutional Review Board (IRB) review and oversight was not required.

Consent Statement: Not applicable.

Permission to Reproduce Material from Other Sources:

All images and data used in this study were provided by Dr. Ruixue Liu, who collected the data onsite. The materials are original and specific to this research, and no additional permissions are required for their use.

Clinical Trial Registration: Not applicable.

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