The Effects of Spherical Video-Based Virtual Reality in Inquiry-Based Learning on Student Learning Outcomes,Higher-Order Thinking,and Learning Experiences in Geography Education

Abstract

Inquiry-Based Learning (IBL) is known to develop advanced cognitive skills, particularly in complex subjects like geography. However, integrating Spherical Video-Based Virtual Reality (SVVR) with IBL remains underexplored. This study proposed an SVVR-based IBL approach to enhance geography education for high school students in Thailand. A quasi-experimental design was used, with students divided into an experimental group (SVVR-based IBL) and a control group (IBL only). Results showed significant learning improvements in both groups, with the experimental group achieving notably higher gains. The SVVR-based IBL approach particularly boosted critical thinking, problem-solving, and creativity. Qualitative data from student interviews supported these findings, indicating that SVVR’s immersive environment effectively captured attention, stimulated curiosity, and improved understanding of complex geographical concepts. The study emphasizes that combining SVVR’s interactive virtual spaces with IBL’s inquiry-based group discussions significantly boosts learning outcomes and higher-order thinking. It underscores the value of integrating technologies such as SVVR into education to create engaging, effective learning experiences. This approach not only enhances learning outcomes but also equips students with essential 21^st-century skills. The study offers insights for educators and policymakers, advocating for the inclusion of advanced technologies in curricula to improve educational practices, especially in subjects that benefit from visualization and interactivity.