Enhancing Learners’ Convergence Competency through VR Design-Based STEAM Education
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This study explores the impact of integrating virtual reality (VR) technology into designorientedSTEAM education on students’ convergence competency. The main aim was toenhance learners’ abilities to generate innovative solutions, engage in scientific inquiry,and develop design skills through VR-supported design activities. Specifically, the studyexamined the effects of VR integration, potential gender differences in learning outcomes,and students’ satisfaction and intention to continue with VR-based STEAM learning. A totalof 345 elementary and secondary school students participated in the study where theydesigned VR artifacts to address various socio-scientific issues. For data collection, pre- andpost-surveys were conducted to assess changes in convergence competency. Statisticalanalyses revealed significant overall gains in convergence competency, with no significantgender differences. Most students expressed high satisfaction and a strong intention tocontinue VR-integrated STEAM education, particularly younger learners. These findingsdemonstrate the potential of VR to enrich design-oriented STEAM education, promoteconvergence competency, and advance gender-equitable learning opportunities.
Abstract
This study explores the impact of integrating virtual reality (VR) technology into designorientedSTEAM education on students’ convergence competency. The main aim was toenhance learners’ abilities to generate innovative solutions, engage in scientific inquiry,and develop design skills through VR-supported design activities. Specifically, the studyexamined the effects of VR integration, potential gender differences in learning outcomes,and students’ satisfaction and intention to continue with VR-based STEAM learning. A totalof 345 elementary and secondary school students participated in the study where theydesigned VR artifacts to address various socio-scientific issues. For data collection, pre- andpost-surveys were conducted to assess changes in convergence competency. Statisticalanalyses revealed significant overall gains in convergence competency, with no significantgender differences. Most students expressed high satisfaction and a strong intention tocontinue VR-integrated STEAM education, particularly younger learners. These findingsdemonstrate the potential of VR to enrich design-oriented STEAM education, promoteconvergence competency, and advance gender-equitable learning opportunities.