The effect of immersive virtual reality-based learning activities on students critical thinking skills

The increasing development of immersive technology has provided students with greater opportunities to be actively involved in learning. However, there were few empirical studies that explore the effect of Immersive Virtual Reality (IVR) based activities on students’ critical thinking skills. To address this gap, this study develops a series of IVR-based multivariable calculus lessons and further examines the effects of these lessons on critical thinking skills. This study used a quasi-experimental approach where pretest and posttest were carried out to measure critical thinking skills. A total of 90 third-year mathematics education students from two classes were randomly assigned to the experimental and control groups. Students in the experimental group were taught by IVR-based learning activities, while students in the control group were taught by regular practical teaching. The results showed that students who participated in learning with IVR-based activities developed much higher critical thinking skills than students who took lessons with traditional teaching methods. This study provides empirical evidence for the use of IVR in improving critical thinking skills.