Investigating the effectiveness of VR technology on hands-on STEAM learning activities for junior high school students

This study examined how integrating virtual reality (VR) with project-based learning (PBL) and the Cognitive-Affective Interaction Model (CAIM) influences Grade 9 students' STEAM learning. Over 10 weeks, 141 students completed a “Make an Electric Boat” project in a quasi-experimental design. The Experimental Group (EG; n = 81) used the zSpace All-in-One system alongside PBL+CAIM, while the Control Group (CG; n = 60) applied the same strategies without VR. Students' learning and creative behaviors were videotaped, and outcomes were analyzed using ANCOVA. Results showed that EG students outperformed CG peers in STEAM knowledge, creativity, and hands-on skills. EG students effectively transferred VR-inspired ideas to their final products, producing more sophisticated and complete designs. The immersive visualization afforded by zSpace deepened conceptual understanding and supported advanced problem solving. Overall, PBL and CAIM benefited both groups, but adding VR yielded significant additional gains. These findings highlight the value of VR as a catalyst for richer learning experiences and higher levels of creativity and knowledge application in STEAM education.