The Impact of Virtual Reality Immersion in Biology Classes on Habits of Mind of East Jerusalem Municipality High School Students: Examining the Mediating Roles of Self-Regulation, Flow Experience, and Motivation

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation and self-regulation in high school biology classes in East Jerusalem. The random stratified sample consisted of (347) high school students from 3 different schools who learnt biology concepts constructively during the first semester using VR-based instruction complying with the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and full mediation intervened, showing the effects of mediators on enhancing habits of mind, through a sequence of mediation flowing from flow experience through motivation to self-regulation which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure needs more future investigation. Results of the study suggested that VRI’s impact on critical and creative thinking was intensified through the mediation effects. In addition, the findings confirm that FE and MT play essential roles in fostering a conducive learning environment that supports cognitive skill development. Results highlighted that enhancement of SR is a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI in teaching biology to enhance students’ higher order thinking skills. Further studies on Self-Regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of VRI.