Stimulating change at the human–computer interface : cultivating cognitive and critical thinking through immersive virtual reality as an innovative pedagogy in STEM education

Abstract

Crafting STEM teaching into meaningful experiences can transform facts into knowledge. Immersive virtual reality (IVR) represents a significant pedagogical disruption, offering novel modalities of engagement with science content, extending beyond passive reception towards enhanced critical inquiry, reflective evaluation, and the cultivation of higher-order thinking skills. This study investigated how 20 Maltese students (mean age 12) adjusted their perceptions and acceptance of IVR when encountering it for the first time in formal STEM education. A quasi-experimental design was employed over six weeks, with data collected through pre- and post-intervention questionnaires. The analytical framework combined the Technological Frames of Reference (TFR) and Technology Acceptance Model (TAM) to capture perceptual snapshots and attitudinal shifts. While IVR initially stimulated enthusiasm, sustained exposure prompted critical reflections on its potential and limitations, particularly in relation to subject relevance, peer communication, and ease of use. Such deliberations are themselves suggestive indicators of reflective engagement. Rather than being demonstrated evidence of cognitive skill development, they are consistent with the early exercise of analytical and evaluative reasoning. These insights underscore the recursive dialog between technology-in-use and user contextualization, revealing how perceptions mature through experience. By examining how young learners engage with emergent technologies, this research highlights education’s role in cultivating adaptability, reflective judgment, and critical thinking capacities—central to innovative pedagogy and support for uncertain futures.