Integrating immersive VR into STEM-based physics teaching: student perspectives on the Rutherford experiment simulation

Abstract

Teaching complex and abstract concepts in atomic physics remains challenging. Integrating STEM principles, applied-oriented learning, and immersive technologies such as virtual reality (VR) may support conceptual understanding and visualization. This study combined bibliometric analysis, a quantitative meta-analysis of 15 eligible empirical studies, and a pilot VR-based assessment. The pilot involved 22 pre-service physics teachers who completed a VR-based lesson on Rutherford's experiment and evaluated the learning experience using a Likert-scale survey covering conceptual clarity, visualization and interactivity, motivation and interest, and STEM and applied orientation. The meta-analysis showed a strong positive effect of STEM- and applied-oriented instruction on learning outcomes, with a mean standardized difference (Cohen's d) of 1.28 (95% CI: 0.98–1.58). The pilot assessment also showed generally positive student evaluations across all four dimensions. The findings support the pedagogical potential of combining STEM-oriented, applied, and immersive approaches in atomic physics education and may inform the preparation of future physics teachers and the integration of digital technologies into secondary and higher education.