Psychosocial dimensions of immersive learning: a study of VR-enabled science education for children through the lens of self-determination theory

Abstract This study investigates the effectiveness of a virtual reality (VR)-based learning system designed to enhance elementary students' conceptual understanding and motivation in learning light and shadow phenomena. Grounded in Kolb's Experiential Learning Theory and Self-Determination Theory, the VR system supports concrete experience, active experimentation, and fulfillment of psychological needs such as perceived competence, autonomy/choice, and relatedness. A total of 45 fourth-grade students participated in a three-week learning intervention involving VR-based activities developed with Unity. Quantitative data from motivation questionnaires and pre-/post-tests indicate significant improvements in students' science concept understanding (Cohen's d = 0.42, 95% CI = [-2.68, -0.43], representing a meaningful educational shift in how children relate to abstract scientific phenomena) and high satisfaction across motivational dimensions, with all four dimensions showing significant enhancement: perceived competence (Cohen's d = 0.75), autonomy/choice (Cohen's d = 0.73), relatedness (Cohen's d = 0.77), and interest/enjoyment (Cohen's d = 0.67). Additional VR system usability feedback showed strong student engagement and perceived learning support. These results highlight the potential of well-structured VR learning environments in improving science education for young learners, especially in abstract topics like optics. Implications for instructional design and future integration in school-based STEM education are discussed.