Supplemental Material for Enhancing the effectiveness of virtual reality in science education through an experimental intervention involving students’ perceived usefulness of virtual reality.

This study examined whether the effectiveness of virtual reality (VR) in science education could be enhanced by providing students with relevant information about VR’s usefulness before a lesson. On basis expectancy–value theory, we manipulated students’ perceived VR using video priming presenting biology We then assessed how intervention affected presence, interest lesson, and learning achievement. Additionally, tested relationships between presence outcomes. A sample 196 Grade 10 was randomly assigned to learning-usefulness condition, daily-life-usefulness or control condition (no intervention) VR. The results showed that both experimental conditions as significantly more useful for had greater achievement than those condition. In addition, experienced less but there no difference this regard. However, effect on Moreover, two did not differ from each other any outcomes considered. Furthermore, revealed positively associated their lesson related when intervention’s effects were controlled for. These findings suggest awareness factor effectiveness.