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Virtual Reality-Enhanced Higher Education for Inclusive, Innovative, and Sustainable Learning

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 2 (2026)

DOI
10.15294/jpii.v15i2.36673
ISSN
2089-4392, 2339-1286
Published
2026-06-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study aims to develop and validate a Virtual Reality (VR)-based laboratory model and examine its effects on student engagement, confidence, perceived conceptual understanding, and short-term cognitive performance in undergraduate science learning. Using a design-based research and development approach with iterative cycles, the VR laboratory was designed following Outcome-Based Education (OBE) principles and validated through expert judgment and classroom implementation. Data were collected using questionnaires, observations, qualitative reflections, and pretest-posttest assessments. The results indicate that the VR laboratory model demonstrates high pedagogical feasibility and is associated with increased student engagement, learning motivation, operational confidence in using immersive technology, and short-term improvements in conceptual understanding. Qualitative findings highlight the benefits of safe simulation, enhanced spatial visualization, and contextualized experiential learning, while usability issues and learner comfort remain practical challenges that require further refinement. At the institutional level, the validated VR laboratory model is positioned as a pilot-ready digital learning infrastructure that has the potential to support inclusive and quality science education (Sustainable Development Goal 4) and foster educational innovation and digital infrastructure development (Sustainable Development Goal 9). However, the findings primarily reflect short-term, context-specific outcomes; therefore, further large-scale, longitudinal studies with controlled comparisons are required to substantiate claims about long-term learning retention, scalability, and systemic SDG impact.

Keywords

Collaboration network of the authors

40 authors · 142 co-authorship links · 7 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universiti Sains Malaysia
  • Universitas Airlangga
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Amin RetnoningsihAffiliation unknown5
Ani RusilowatiState University of Semarang4
Sri NgabektiState University of Semarang3
Yustinus Ulung AnggraitoAffiliation unknown3
Wiwi IsnaeniState University of Semarang3
Arif WidiyatmokoState University of Semarang3
Siti Harnina BintariAffiliation unknown3
Bambang PriyonoState University of Semarang3
Ely RudyatmiAffiliation unknown3
Ning SetiatiAffiliation unknown3
Sri SukaesihState University of Semarang2
Kartono KartonoUniversitas Airlangga2
Endang SusiloningsihAffiliation unknown2
Yusuf Zakarias ManutedeAffiliation unknown2
Woro SumarniState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Dwi PurwantiAffiliation unknown2
Mohammad AkhlasAffiliation unknown2
Andreas Priyono Budi PrasetyoState University of Semarang2
Sri Mulyani Endang SusilowatiAffiliation unknown2
Sunyoto Eko NugrohoState University of Semarang2
Yustinus Ulung AnggraitoAffiliation unknown2
Dwita TrianaAffiliation unknown2
Hartono HartonoAffiliation unknown2
Sigit SaptonoState University of Semarang2
Dyah Rini IndriyantiAffiliation unknown2
Suharto LinuwihmoAffiliation unknown2
Wardono WardonoAffiliation unknown2
Hardi SuyitnoAffiliation unknown2
Bambang SubaliAffiliation unknown2
Risma Moulidya SyafeiAffiliation unknown2
Novi Ratna DewiState University of Semarang2
Anindita Firdatul JannahAffiliation unknown2
H. MarinaState University of Semarang1
Ratna Dewi PuspitasariAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Oct 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Virtual Reality-Enhanced Higher Education for Inclusive, Innovative, and Sustainable Learning</dc:title>
	<dc:creator xml:lang="en">Ridlo, Saiful</dc:creator>
	<dc:creator xml:lang="en">Zulfikasari, Sony</dc:creator>
	<dc:creator xml:lang="en">Efrilianda, Devi Ajeng</dc:creator>
	<dc:creator xml:lang="en">Rodiyah</dc:creator>
	<dc:creator xml:lang="en">Tsong, Chau Kien </dc:creator>
	<dc:subject xml:lang="en">virtual reality</dc:subject>
	<dc:subject xml:lang="en">immersive learning</dc:subject>
	<dc:subject xml:lang="en">virtual laboratory</dc:subject>
	<dc:subject xml:lang="en">Science education</dc:subject>
	<dc:subject xml:lang="en">educational technology</dc:subject>
	<dc:description xml:lang="en">This study aims to develop and validate a Virtual Reality (VR)-based laboratory model and examine its effects on student engagement, confidence, perceived conceptual understanding, and short-term cognitive performance in undergraduate science learning. Using a design-based research and development approach with iterative cycles, the VR laboratory was designed following Outcome-Based Education (OBE) principles and validated through expert judgment and classroom implementation. Data were collected using questionnaires, observations, qualitative reflections, and pretest-posttest assessments. The results indicate that the VR laboratory model demonstrates high pedagogical feasibility and is associated with increased student engagement, learning motivation, operational confidence in using immersive technology, and short-term improvements in conceptual understanding. Qualitative findings highlight the benefits of safe simulation, enhanced spatial visualization, and contextualized experiential learning, while usability issues and learner comfort remain practical challenges that require further refinement. At the institutional level, the validated VR laboratory model is positioned as a pilot-ready digital learning infrastructure that has the potential to support inclusive and quality science education (Sustainable Development Goal 4) and foster educational innovation and digital infrastructure development (Sustainable Development Goal 9). However, the findings primarily reflect short-term, context-specific outcomes; therefore, further large-scale, longitudinal studies with controlled comparisons are required to substantiate claims about long-term learning retention, scalability, and systemic SDG impact.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/36673</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i2.36673</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 2 (2026): June 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/36673/10386</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>