The Effect of an Immersive Virtual Reality Interactive Feedback System on University Students’ Situational Interest and Learning Achievement: The Case of a Pour Over Coffee Brewing Lesson

Abstract

This study aimed to examine the effect of an immersive virtual reality interactive feedback system on university students’ situational interest and learning achievement in a pour over coffee brewing lesson. A total of 103 university students participated in this experiment. They used the immersive virtual reality interactive feedback system to learn the steps of making pour over coffee. In addition, they were required to complete a prior knowledge test, a situational interest scale, and a learning achievement test. The results of this study indicate that the immersive virtual reality interactive feedback system can trigger sub-dimensions of situational interest to an average level except for the challenge dimension, while it also improves learners’ learning achievement. It is suggested that teachers can use an immersive virtual reality interactive feedback system to teach learners multiple-step lessons or trigger learners’ learning motivation.