The increased availability and development of immersive technologies have given students growing opportunities to engage in different educational subjects. However, there is a lack of empirical research exploring the educational influence of using Immersive Virtual Reality (IVR) in science classrooms. To address this gap, this study developed a series of IVR‐based science lessons for middle‐school students and further examined these lessons’ effects on learning performance. Our quasi‐experimental approach employed a pretest and posttest to measure academic achievement and questionnaires to measure engagement and technology acceptance. A total of 90 sixth‐grade students from two classes were randomly assigned to the experimental and control groups. The experimental group engaged with the science lessons using Head‐Mounted Displays, whereas the control group learned the same material through traditional teaching methods. The results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms. Our study provides empirical evidence for IVR’s use in science education. Furthermore, it also sheds light on how to develop and implement an IVR‐based classroom for formal educational purposes.

中文翻译：

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沉浸式虚拟现实教室对科学课中学生学习成绩的影响

沉浸式技术的日益普及和发展为学生提供了更多参与不同教育学科的机会。但是，缺乏探索在科学教室中使用沉浸式虚拟现实（IVR）的教育影响的实证研究。为了弥补这一差距，本研究为中学生开发了一系列基于IVR的科学课程，并进一步研究了这些课程对学习成绩的影响。我们的准实验方法采用前测和后测来衡量学术成就，并使用问卷来衡量参与度和技术接受度。将来自两个班级的90名六年级学生随机分配到实验组和对照组。实验小组使用头戴式显示器来参加科学课程，对照组则通过传统的教学方法学习了相同的材料。结果显示，实验组的学习成绩和敬业度（认知，行为，情感和社交）明显高于对照组。此外，实验组对于教室中的IVR使用具有很高的技术接受度。我们的研究为IVR在科学教育中的使用提供了经验证据。此外，它还阐明了如何为正规教育目的开发和实施基于IVR的教室。实验小组对于教室中的IVR使用具有很高的技术接受度。我们的研究为IVR在科学教育中的使用提供了经验证据。此外，它还阐明了如何为正规教育目的开发和实施基于IVR的教室。实验小组对于教室中的IVR使用具有很高的技术接受度。我们的研究为IVR在科学教育中的使用提供了经验证据。此外，它还阐明了如何为正规教育目的开发和实施基于IVR的教室。