Virtual Reality (VR) Literacy in Human Digestive System Learning on Learning Passion: A Project-Based Learning (PjBL) Scenario

Abstract

The urgency of this research arises from the challenges of teaching abstract concepts in science, such as the human digestive system, which often results in shallow understanding and low student motivation due to conventional 2D representations. This study investigates the effectiveness of integrating Virtual Reality (VR) literacy in Project-Based Learning (PjBL) scenarios to significantly improve students' learning enthusiasm compared to conventional e-module-based PjBL This study uses a Quasi-Experimental Design with a Pre-Test-Post-Test Control Group Design and is framed within the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The dependent variable, learning enthusiasm, is measured using a validated scale based on the Vallerand Dualistic Model. Data are analyzed using a Two-Way Factorial Analysis of Variance (ANOVA), including assumption testing and Effect Size calculation. The results show a significant mean difference in learning enthusiasm between the experimental group (VR-PjBL) and the control group (E-module-PjBL). These findings clearly demonstrate that VR literacy, when combined with PjBL, provides an immersive, personalized, and experience-based environment that acts as a powerful catalyst for intrinsic motivation and sustained enthusiasm for science learning.