The Influence of a Virtual Physics Experiment Learning Environment on Grade 9 Students' Motivation towards Physics Learning

Abstract

Experiments are essential in physics to help students comprehend abstract concepts. Although studies had been conducted to explore whether virtual physics experiments could affect students' learning motivation, they showed inconclusive results. Therefore, this research aimed to investigate the influence of a virtual physics experiment learning environment on the physics learning motivation of Grade 9 students, combining quantitative (quasi-experimental design) and qualitative (student interviews) research methods. Participants of this research were from two different classes, divided into an experimental group (n=37) and a control group (n=37). The intervention lasted for three weeks, with one 45-min physics experiment class per week. Learning motivation was measured by the Physics Learning Motivation Test, which included dimensions like interest-enjoyment, tension-pressure, perceived choice, perceived competence, and perceived value. Based on the data analysis, we found that the virtual experiment learning environment could significantly increase students' learning motivation, especially for the perceived value dimension. Moreover, students who perceived a higher level of competence in the virtual environment were more likely to appreciate its value and utilize virtual experiments again. We expect that the implications of this study and intervention design can be a reference for teachers in incorporating virtual experiments in future physics education and provide a possible solution for conducting physics lessons during the COVID-19 pandemic. More in-depth teacher interviews are recommended to investigate the issues from different pedagogical perspectives.