The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study
This study examines the use of immersive techniques, intrinsic motivation, and instructional approaches to advance science literacy (SL) awareness in STEM education. SL awareness in higher education is defined as the capability to understand, apply, and evaluate fundamental scientific concepts and p...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2467494 |
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| author | Yuan-Ke Sun Man-Ho Chan Wing-Chi Wong |
| author_facet | Yuan-Ke Sun Man-Ho Chan Wing-Chi Wong |
| author_sort | Yuan-Ke Sun |
| collection | DOAJ |
| description | This study examines the use of immersive techniques, intrinsic motivation, and instructional approaches to advance science literacy (SL) awareness in STEM education. SL awareness in higher education is defined as the capability to understand, apply, and evaluate fundamental scientific concepts and practices for informed decision-making. We investigated the impact of an immersive design framework on the relationship between intrinsic motivation and SL awareness among sixty-nine Hong Kong STEM students. Following two instructional sessions, participants completed a self-reported questionnaire, which was quantitatively and thematically analysed. Quantitative results revealed that interest significantly improves SL awareness, while relatedness does not. Thematic analysis identified two main themes—motivational layer and cognitive awareness—and further outlined six sub-themes: interest, positive emotion, relatedness, mental representation, cognitive resources, and metacognition, clarifying their roles in enhancing learning. This study confirms that an immersive design framework effectively enhances SL by efficiently utilizing cognitive resources and fostering deep engagement with complex concepts. Future research should investigate extending this design approach to other abstract scientific topics to broaden its educational impact. |
| format | Article |
| id | doaj-art-ef5e0ebb5ecf4b6794e6f35331575e70 |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-ef5e0ebb5ecf4b6794e6f35331575e702025-08-20T02:29:55ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2467494The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods studyYuan-Ke Sun0Man-Ho Chan1Wing-Chi Wong2Department of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong, ChinaDepartment of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong, ChinaDepartment of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong, ChinaThis study examines the use of immersive techniques, intrinsic motivation, and instructional approaches to advance science literacy (SL) awareness in STEM education. SL awareness in higher education is defined as the capability to understand, apply, and evaluate fundamental scientific concepts and practices for informed decision-making. We investigated the impact of an immersive design framework on the relationship between intrinsic motivation and SL awareness among sixty-nine Hong Kong STEM students. Following two instructional sessions, participants completed a self-reported questionnaire, which was quantitatively and thematically analysed. Quantitative results revealed that interest significantly improves SL awareness, while relatedness does not. Thematic analysis identified two main themes—motivational layer and cognitive awareness—and further outlined six sub-themes: interest, positive emotion, relatedness, mental representation, cognitive resources, and metacognition, clarifying their roles in enhancing learning. This study confirms that an immersive design framework effectively enhances SL by efficiently utilizing cognitive resources and fostering deep engagement with complex concepts. Future research should investigate extending this design approach to other abstract scientific topics to broaden its educational impact.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2467494Immersive design frameworkintrinsic motivationplanetariumSTEM educationscience literacy awarenessEducational Psychology |
| spellingShingle | Yuan-Ke Sun Man-Ho Chan Wing-Chi Wong The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study Cogent Education Immersive design framework intrinsic motivation planetarium STEM education science literacy awareness Educational Psychology |
| title | The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study |
| title_full | The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study |
| title_fullStr | The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study |
| title_full_unstemmed | The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study |
| title_short | The impact of immersive design on the relations between students’ motivational and science literacy awareness: a mixed methods study |
| title_sort | impact of immersive design on the relations between students motivational and science literacy awareness a mixed methods study |
| topic | Immersive design framework intrinsic motivation planetarium STEM education science literacy awareness Educational Psychology |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2467494 |
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