Achmad Samsudin, Muhammad Zahran, Eki Nugraha, Hadi Nasbey, Mustafa Sozbilir, Nor Farahwahidah Abdul Rahman, Takashi Irie
Immersive technologies such as Virtual Reality (VR) are increasingly used to support conceptual understanding in science education, yet perceived learning benefits depend on the quality of system design rather than immersion alone. This study investigates how four design-quality dimensions—Visual and Technological Design (VT), Aesthetic Quality (AQ), Curriculum Alignment (CA), and Digital Feasibility (DF)—influence learners' Perceived Effectiveness (PE) and Intention to Use (IU) the VARIASI VR simulation, which visualizes particle behavior across phase states of matter. Using an explanatory sequential mixed-methods design, quantitative data from 60 participants were analyzed using PLS-SEM, followed by reflexive thematic analysis of open-ended responses. Results show that VT, AQ, CA, and DF each significantly predict PE, demonstrating that learners' perception of effectiveness depends on the coordinated alignment of conceptual clarity, emotional resonance, and system reliability. However, none of these dimensions directly predicted IU, and the PE → IU relationship was positive but marginal, reflecting learners’ need for procedural guidance and comfort to sustain voluntary adoption. Qualitative findings reveal that while VR enhanced conceptual clarity and engagement, continued use depended on familiarity, scaffolding, and physical comfort. The study highlights that effective VR-based science learning experiences emerge when immersive environments are not only well-designed but pedagogically framed to support confidence and sustained use. Copyright © 2026. Published by Elsevier Ltd.
Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia; Universitas Negeri Jakarta, Jakarta, 13220, Indonesia; Atatürk University, Erzurum, 25050, Turkey; Universiti Teknologi Malaysia, Skudai, 81310, Malaysia; Okayama University, Okayama, 700-8530, Japan
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