Leveraging Virtual Reality to Promote Transformative Experience: Investigating The Role of Presence and Agency

Abstract

This study investigates the role of Immersive Virtual Reality (IVR) in facilitating Transformative Experiences (TE) and enhancing everyday engagement with learning. Using the Teaching for Transformative Experiences in Science (TTES) model, this research integrates IVR's unique affordances—presence and agency—to examine how immersive learning environments can bridge classroom concepts and real-world applications. A convergent parallel mixed methods design was employed, involving both quantitative and qualitative analyses, to capture the nuanced impacts of IVR-supported instruction on TE. Findings reveal that IVR can deepen students' engagement by fostering a stronger sense of presence, contributing to meaningful and lasting changes in students' perspectives and interest in content beyond traditional educational settings. This research contributes significantly to both TE theory and the growing field of immersive learning, providing evidence-based insights that inform future instructional designs aimed at maximizing engagement, equity, and ecological validity in learning environments. Practical implications suggest that IVR, when integrated thoughtfully into instructional practices, can catalyze enduring interest and active engagement across a variety of educational contexts.