A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA
Keywordssustainability innovation learning
Environmental effects of industries and plants
Renewable energy sources
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AbstractThis study focuses on serious virtual reality games, and how users can increase their understanding of the sustainable innovation learning (SIL) model and their familiarity with sustainable development strategies. &#8220;Users&#8222; of serious games consists of all possible target groups that are interested in attaining knowledge of sustainability through the use of games that are designed for a purpose beyond entertainment, in this case, for sustainable education. This research investigates the sustainable innovation experiential learning model by using a virtual chemistry laboratory to affect academic achievement. A questionnaire was completed by students who had used the virtual lab, and structural equation modeling (SEM) was applied for analysis. Importance-performance matrix analysis (IPMA) was able to help expand the basic partial least square (PLS)-SEM result with the fraction. The results show that experiential learning significantly affects learning motivation and academic achievement. Cognitive load and self-efficacy significantly affect learning motivation. Involvement significantly affects academic achievement. The virtual chemistry laboratory significantly affects academic achievement. Students who used the sustainability innovation experiential learning model obtained a better understanding of the chemical concepts. Moreover, a virtual lab promotes students&#8217; motivation in regard to chemistry.