Wahyudin, Anthonio Akbar, Eki Nugraha, Lala Septem Riza, Shah Nazir, Dwi Novia Al Husaeni
This study addresses the persistent challenges in students' cognitive learning outcomes in computer systems, particularly due to abstract content, high cognitive load, and limitations of conventional teacher-centered instruction. To overcome these issues, the study investigates the effectiveness of integrating Unity-based Virtual Reality (VR) with the Problem-Based Learning (PBL) model. A quasi-experimental nonequivalent control group design was employed involving 72 tenth-grade vocational students, divided into an experimental group using VR and a control group receiving conventional instruction. Data were collected through validated cognitive tests aligned with Bloom's taxonomy and analyzed using descriptive statistics and ANCOVA. The results revealed a significant improvement in cognitive learning outcomes in the experimental group (M = 95.61) compared to the control group (M = 81.06), with a large effect size (η² = 0.471), indicating the strong impact of the VR-PBL integration. Furthermore, VR facilitated more active learning behaviors, improved conceptual understanding, and reduced performance gaps among students. The findings suggest that immersive VR environments enhance cognitive processing by enabling interactive visualization, contextual problem-solving, and deeper engagement with complex concepts. However, this study is limited to short-term cognitive outcomes and a specific subject context. Future research should explore long-term retention, integration with artificial intelligence for adaptive learning, and the impact on affective and psychomotor domains to provide a more comprehensive understanding of immersive learning technologies. © 2026, OmniaScience. All rights reserved.
Universitas Pendidikan Indonesia, Indonesia; University of Swabi Khyber Pakhtunkhwa, Pakistan
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