AHCI RESEARCH GROUP

Publications

Papers published in international journals,
proceedings of conferences, workshops and books.

OUR RESEARCH

Scientific Publications

How to

Here you can find the complete list of our publications.
You can use the tag cloud to select only the papers dealing with specific research topics.
You can expand the Abstract, Links and BibTex record for each paper.

Show all

2025

Wei, X.; Chen, Y.; Zhao, P.; Wang, L.; Lee, L. -K.; Liu, R.

Effects of immersive virtual reality on primary students’ science performance in classroom settings: a generative AI pedagogical agents-enhanced 5E approach Journal Article

In: Interactive Learning Environments, 2025, ISSN: 10494820 (ISSN).

Abstract | Links | BibTeX | Tags: 5E learning model, generative artificial intelligence, Immersive virtual reality, Pedagogical agents, primary students, Science education

@article{wei_effects_2025,

title = {Effects of immersive virtual reality on primary students’ science performance in classroom settings: a generative AI pedagogical agents-enhanced 5E approach},

author = {X. Wei and Y. Chen and P. Zhao and L. Wang and L. -K. Lee and R. Liu},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105007642085&doi=10.1080%2f10494820.2025.2514101&partnerID=40&md5=94fee41fcdce74ebb9e91c6430ed9507},

doi = {10.1080/10494820.2025.2514101},

issn = {10494820 (ISSN)},

year  = {2025},

date = {2025-01-01},

journal = {Interactive Learning Environments},

abstract = {Immersive virtual reality (IVR) holds the potential to transform science education by offering opportunities to enhance learners’ engagement, motivation, and conceptual understanding. However, the integration of generative AI pedagogical agents (GPAs) into IVR environments remains underexplored. Specifically, the application of GPAs as a scaffold within the framework of the 5E learning model in science education has not been fully examined. To address these gaps, this study explored the impact of a GPA-enhanced 5E (GPA-5E) learning approach in IVR on primary students’ academic achievement, self-efficacy, collective efficacy, and their perceptions of the proposed method. Adopting a mixed-methods design, eighty sixth-grade students from two complete classes were assigned to either an experimental group engaging IVR science learning with a GPA-5E approach or a control group following the traditional 5E method. The results indicated that the GPA-5E approach in IVR science learning significantly improved students’ academic achievement, self-efficacy, and collective efficacy compared to the traditional method. Students in the experimental group also reported positive perceptions of the GPA-5E method, emphasizing its benefits in IVR science learning. These findings underscore the potential of integrating GPA-enhanced scaffolds within IVR environments to enrich pedagogical strategies and improve student outcomes in science education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.},

keywords = {5E learning model, generative artificial intelligence, Immersive virtual reality, Pedagogical agents, primary students, Science education},

pubstate = {published},

tppubtype = {article}

}