Case study demonstrates improved conceptual knowledge and case engagement in mining undergraduates using virtual reality, suggesting theory-driven simulations enhance complex STEM learning.
Immersive virtual reality (IVR) has been applied in STEM education; however, its use for teaching abstract concepts remains limited, and many prior IVR developments have lacked a strong theoretical foundation. This study applied the Cognitive Affective Model of Immersive Learning (CAMIL) to design and develop an IVR simulation with two learning modules for froth flotation education. A case study was used to evaluate the IVR intervention. Fourteen mining undergraduates completed pre- and post-questionnaires assessing conceptual knowledge, transfer of learning, and case and class engagement. Results indicated statistically significant improvements in conceptual knowledge and case engagement following the IVR experience, but no significant gains in transfer of learning or class engagement. These findings suggest that theory-driven IVR can enhance conceptual understanding of complex mineral separation processes in froth flotation, complementing traditional instruction. This study contributes to STEM education by demonstrating a theory-informed approach to integrating IVR into the educational curriculum.
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Teye et al. (2026) studied this question.
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