Integrating Communication and Cognitive Theories in Virtual Reality-Based Physics Learning: Achievement, Engagement, and Social Interaction in Senior High School

Abstract

This two-school quasi-experimental study examined a bundled immersive virtual reality (VR) instructional model for Grade 11 optics that combined structured communication with cognitive scaffolding. Of 120 screened students, 102 entered four intact classes and 60 complete cases (30 per condition) were analyzed after six 90-minute sessions. Achievement was assessed before and immediately after the intervention; engagement questionnaires and structured observation captured additional outcomes. Posttest achievement favored the integrated VR condition (M = 82.63, SD = 6.91) over conventional instruction (M = 74.28, SD = 7.44), mean difference = 8.35, t(58) = 4.50, p < .001, Cohen's d = 1.16. A baseline-adjusted analysis similarly favored the VR condition, F(1, 57) = 20.45, p < .001, partial eta squared = .264. Cognitive, affective, and behavioral engagement and observed social-interaction quality were also higher in the VR group. These results pertain to a combined instructional package rather than an isolated VR effect. The four-class allocation, 50\% complete-case retention, short duration, and absence of delayed assessment constrain causal and longitudinal interpretation.