The Transformational Impact of Virtual Reality Technology on High School Students’ Motivation and Learning Outcomes in Indonesia
Keywords:
Guidance and Counseling; High School; Learning Outcomes; Motivation; Transformational; Virtual RealityAbstract
Lack of motivation and low student learning outcomes in Guidance and Counseling subjects in underdeveloped areas. The urgency of developing Virtual Reality (VR) digital technology in educational transformation that is able to provide interactive and real-based learning. The aim is to analyze the effect of the use of VR technology on learning motivation and learning outcomes of high school students in Guidance and Counseling subjects. The research approach is quantitative survey method. The number of samples is 260 respondents, consisting of 200 students, 40 teachers, 10 vice principals, and 10 high school principals in Banjarmasin, sampling using proportional stratified random sampling techniques. Data-collection techniques using questionnaires with a Likert scale and documentation of student academic grades. The results show that the use of VR has a positive and significant effect on student learning motivation, with a path coefficient of 0.768; CR 7.893; p value of 0.000, and an effect on learning outcomes with a coefficient of 0.541; CR 5.228; p value of 0.000. Learning motivation also has an effect on learning outcomes with a coefficient of 0.473; CR 4.987; p value 0.000. VR was found to be effective in increasing students' interactivity, engagement, learning experience, and conceptual understanding. In conclusion, VR technology is an effective digital learning innovation in improving the quality of high school learning in underdeveloped areas in Guidance and Counseling. The implication is that the development of VR-based learning media is an educational transformation that has begun to be implemented in underdeveloped areas.
https://doi.org/10.26803/ijlter.25.7.49
References
Abu Khurma, O., Albahti, F., Ali, N., & Bustanji, A. (2024). AI ChatGPT and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences. Contemporary Educational Technology, 16(2), 1–22. https://doi.org/10.30935/cedtech/14334
Akpan, I. J., Offodile, O. F., Akpanobong, A. C., & Kobara, Y. M. (2024). A comparative analysis of virtual education technology, e-learning systems research advances, and the digital divide in the Global South. Informatics, 11(3), 1–23. https://doi.org/10.3390/informatics11030053
Alshaikh, R., Al-Malki, N., & Almasre, M. (2024). The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models. Heliyon, 10(3), e25361. https://doi.org/10.1016/j.heliyon.2024.e25361
Apriza, B., Ibrahim, N. W., & Kartika, R. A. (2025). Digital media in mathematics learning to improve student learning outcomes in elementary schools: A systematic literature review. Journal for Lesson and Learning Studies, 8(3), 465–476. https://doi.org/10.23887/jlls.v8i3.103360
Bagus, I., & Puja, P. (2024). The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction. Cogent Social Sciences, 10(1), 1–30. https://doi.org/10.1080/23311886.2024.2396934
Balalle, H. (2024). Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review. Social Sciences & Humanities Open, 9, 100870. https://doi.org/10.1016/j.ssaho.2024.100870
Barikzai, S., S, V. B., & Perdana, A. (2024). Challenges and strategies in e-learning adoption in emerging economies: A scoping review. Cogent Education, 11(1), 1–24. https://doi.org/10.1080/2331186X.2024.2400415
Boadu, S. K. (2024). Enhancing students' achievement in mathematics education in the 21st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest. EURASIA Journal of Mathematics, Science and Technology Education, 20(11), 1–17. https://doi.org/10.29333/ejmste/15622
Chatzea, V. E., Logothetis, I., Kalogiannakis, M., Rovithis, M., & Vidakis, N. (2024). Digital educational tools for undergraduate nursing education: A review of serious games, gamified applications, and non-gamified virtual reality simulations/tools for nursing students. Information, 15(7), 1–42. https://doi.org/10.3390/info15070410
David, H., Vanegas, O., María, Y. De, & Cifuentes, S. (2025). Educational technology in teacher training: A systematic review of competencies, skills, models, and methods. Education Sciences, 15(8), 1–25. https://doi.org/10.3390/educsci15081036
Fa, A., Indreswari, H., & Setiyowati, A. J. (2024). How can we enhance PISA ranking through effective learning? Jurnal Pendidikan Progresif, 14(2), 1421–1442. https://doi.org/10.23960/jpp.v14.i2.20241
Faridi, M., & Izadpanah, S. (2024). The study of EFL learners' perception of using e-learning, self-regulation, and constructivism in English classrooms: Teachers', intermediate, and advanced learners' attitudes. Journal of Language and Education, 10(2), 45–58. https://doi.org/10.17323/jle.2024.12492
Fourqoniah, F., Aransyah, M. F., & Riani, L. P. (2025). Thematic synthesis and future outlook in digital entrepreneurial education. Electronic Journal of e-Learning, 23(3), 30–44. https://doi.org/10.34190/ejel.23.3.3910
Guaña-Moya, J., Arteaga-Alcívar, Y., Criollo-C, S., & Cajamarca-Carrazco, D. (2024). Use of interactive technologies to increase motivation in university online courses. Education Sciences, 14(12), 1–28. https://doi.org/10.3390/educsci14121406
Han, X., Luo, H., Wang, Z., & Zhang, D. (2025). Using virtual reality for teacher education: A systematic review and meta-analysis of literature from 2014 to 2024. Frontiers in Virtual Reality, 22, 1–16. https://doi.org/10.3389/frvir.2025.1620905
Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st-century skills in the curriculum of education. Heliyon, 10(15), e35148. https://doi.org/10.1016/j.heliyon.2024.e35148
Imsa-ard, P. (2024). “It felt like we were trying to get through the class …”: Insights on learners' foreign language boredom from Q methodology. Heliyon, 10(23), e40578. https://doi.org/10.1016/j.heliyon.2024.e40578
Jahan, I., Tamzid, K., Bhattacharjee, P., Muhtasim, H., & Mithun, S. (2025). Improving consumer awareness for reducing food waste using partial least squares structural equation modelling (PLS-SEM). Cleaner and Responsible Consumption, 17, 100282. https://doi.org/10.1016/j.clrc.2025.100282
Jiang, J., & Fryer, L. K. (2024). The effect of virtual reality learning on students' motivation: A scoping review. Journal of Computer Assisted Learning, 40, 360–373. https://doi.org/10.1111/jcal.12885
Kamal, M., Rahimah, O., Kah, M., & Sim, C. (2025). A systematic review of paper-based and digital board games for collaborative science learning. Review of Education, 11, 1–53. https://doi.org/10.1002/rev3.70107
Khan, W., Qazi, A., & Anna, R. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2), e41413. https://doi.org/10.1016/j.heliyon.2024.e41413
Koç, A., & Kanadl?, S. (2025). Effect of interactive learning environments on learning outcomes in science education: A network meta-analysis. Journal of Science Education and Technology, 34, 681–703. https://doi.org/10.1007/s10956-025-10202-7
Kumi, M., & Jessica, A. (2025). Overcoming barriers and ethical challenges in implementing intelligent tutoring systems in Ghanaian higher education. Discover Education, 4, Article 179. https://doi.org/10.1007/s44217-025-00593-5
Lari, T. (2024). What counts as relevant criticism? Longino's critical contextual empiricism and the feminist criticism of mainstream economics. Studies in History and Philosophy of Science, 104, 88–97. https://doi.org/10.1016/j.shpsa.2024.02.005
Lim, W. M., Sharma, W., & Verma, A. (2025). Gamification for sustainable consumption: A state-of-the-art overview and future agenda. Business Strategy and the Environment, 34, 1510–1549. https://doi.org/10.1002/bse.4021
Lin, X. P., Li, B. B., Yao, Z. N., Yang, Z., & Zhang, M. (2024). The impact of virtual reality on student engagement in the classroom: A critical review of the literature. Frontiers in Psychology, 15, 1–8. https://doi.org/10.3389/fpsyg.2024.1360574
Liu, Z., & Chang, S. (2024). A study of digital exhibition visual design led by digital twin and VR technology. Measurement: Sensors, 31, 100970. https://doi.org/10.1016/j.measen.2023.100970
Ma, J., Rui, Z., Zou, Y., Qin, Z., Zhao, Z., & Zhang, Y. (2024). Neurosurgical and BCI approaches to visual rehabilitation in occipital lobe tumor patients. Heliyon, 10(23), e39072. https://doi.org/10.1016/j.heliyon.2024.e39072
Makda, F. (2024). Digital education: Mapping the landscape of virtual teaching in higher education: A bibliometric review. Education and Information Technologies, 29, 1–29. https://doi.org/10.1007/s10639-024-12899-2
Mallek, F., Mazhar, T., Shah, S. F. A., Ghadi, Y. Y., & Hamam, H. (2024). A review on cultivating effective learning: Synthesizing educational theories and virtual reality for enhanced educational experiences. PeerJ Computer Science, 10, e2000. https://doi.org/10.7717/peerj-cs.2000
Mei, Q., Chan, N. N., Gill, R. S., Subramaniam, N., Motevalli, S., & Ang, C. (2025). Impact of the attention, relevance, confidence, satisfaction (ARCS) model on teaching effectiveness in higher education: A systematic review. Discover Education, 4, Article 74. https://doi.org/10.1007/s44217-025-00674-5
Mutawa, A. M., & Hassouneh, A. (2024). Multimodal real-time patient emotion recognition system using facial expressions and brain EEG signals based on machine learning and Log-Sync methods. Biomedical Signal Processing and Control, 91, 105942. https://doi.org/10.1016/j.bspc.2023.105942
OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Oubibi, M., Fute, A., Kangwa, D., Barakabitze, A. A., & Adarkwah, M. A. (2024). Interactive technologies in online teacher education in Africa: A systematic review (2014–2024). Education Sciences, 14(11), 1–19. https://doi.org/10.3390/educsci14111188
Pham, T. H., Le, T. H., Do, T. H., & Lai, P. (2024). Science mapping research on career guidance in general schools: A bibliometric analysis from the Scopus database (1964–2022). Cogent Education, 11(1), 1–23. https://doi.org/10.1080/2331186X.2024.2301877
Saad, R. B., Garcia, A. L., & Garcia, J. M. C. (2025). Mapping constructivist active learning for STEM: Toward sustainable education. Sustainability, 17(13), Article 6225. https://doi.org/10.3390/su17136225
Safitri, D., Marini, A., Irwansyah, P., & Sudrajat, A. (2025). Transforming environmental education with augmented reality: A model for learning outcomes. Social Sciences & Humanities Open, 12, 101796. https://doi.org/10.1016/j.ssaho.2025.101796
Siddiqui, M. F., Jabeen, S., Alwazzan, A., Vacca, S., Al-Haddad, B., Jaber, A., Ballout, F. F., Khaled, H., Zeid, A., Haydamous, J., El, R., Chehade, H., Kalmatov, R., & Dalal, L. (2025). Integration of augmented reality, virtual reality, and extended reality in healthcare and medical education: A glimpse into the emerging horizon in LMICs—A systematic review. Journal of Medical Education and Curricular Development, 12, 1–23. https://doi.org/10.1177/23821205251342315
Simon, P. D., Zhong, Y., Dela, I. C., & Luke, C. (2025). Scoping review of research on augmented reality in environmental education. Journal of Science Education and Technology, 34, 919–935. https://doi.org/10.1007/s10956-025-10218-z
Suherman, I., Fauziah, S. P., Roestamy, M., Bilad, M. R., Abduh, A., & Nandiyanto, A. B. D. (2023). How to improve student understanding in learning science by regulating strategy in language education? Definitions, factors for enhancing students' comprehension, and a computational bibliometric review analysis. International Journal of Language Education, 7(3), 527–562. https://doi.org/10.26858/ijole.v7i3.56014
Sundman, J., Feng, X., Shrestha, A., Johri, A., & Varis, O. (2025). Experiential learning for sustainability: A systematic review and research agenda for engineering education. European Journal of Engineering Education, 1–31. Advance online publication. https://doi.org/10.1080/03043797.2025.2532591
Suprapto, N., Nisa, K., Sya, I., & Adam, A. S. (2024). Scientific mapping and production analysis of digital comics, animation, and digital cartoons in education. Humanities and Social Sciences Communications, 11, Article 3513. https://doi.org/10.1057/s41599-024-03513-4
Suryani, M., Santoso, H. B., Schrepp, M., Aji, R. F., Hadi, S., Sensuse, D. I., Suryono, R. R., & Kautsarina. (2024). Role, methodology, and measurement of cognitive load in computer science and information systems research. IEEE Access, 12, 190007–190024. https://doi.org/10.1109/ACCESS.2024.3514355
Uwingabile, I. (2025). A scoping review of multimedia learning theory in teaching and learning quadratic functions. SSRN Electronic Journal. Advance online publication. https://doi.org/10.2139/ssrn.5267416
Wang, J., & Zakaria, S. A. (2025). Design application and evolution of 3D visualization technology in architectural heritage conservation: A CiteSpace-based knowledge mapping and systematic review. Buildings, 15(11), Article 1854. https://doi.org/10.3390/buildings15111854
Warnars, S., Leslie, H., & Rosmansyah, Y. (2025). Exploring immersive virtual reality in higher education: Research gaps and future directions—A scoping review. IEEE Access, 13, 76308–76321. https://doi.org/10.1109/ACCESS.2025.3565385
Zhang, R., Yu, S., Gao, R., Wang, L., & He, X. (2025). How does technology-based embodied learning affect learning effectiveness? Based on a systematic literature review and meta-analytic approach. Interactive Learning Environments, 33(6), 4135–4158. https://doi.org/10.1080/10494820.2025.2479176
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jarkawi Jarkawi , Emilda Prasiska, Akhmad Rizkhi Ridhani
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
