The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning

As an emerging learning platform, game-based immersive virtual reality learning environments (GIVRLEs) have the potential to solve difficult teaching problems. This study designed a GIVRLE by integrating knowledge of quadratic functions into gameplay. Forty seventh graders who had never acquired that knowledge played the game and took pre- and posttests. An additional 60 seventh graders took the same math tests as controls. The results showed significant improvements in math achievement and learning motivation between the pre- and posttests among students who played the game. No enhancement of math achievement was found in the control students. The playability survey and user experience questionnaire verified the suitability of the game. The findings indicate that a GIVRLE is a suitable tool for addressing teaching difficulties in K–12. The notion of intrinsic integration between learning content and gameplay based on simulated daily activity tasks is further discussed.