THE INFLUENCE OF SELF-EFFICACY AND SELF-REGULATION ON LEARNING MOTIVATION IN SIMULATION OF IMMERSIVE VIRTUAL REALITY-BASED LAPTOP ASSEMBLY PRACTICUM
DOI:
https://doi.org/10.18316/rcd.v16i43.11808Keywords:
Self-efficacy, Self-Regulation, Motivation to Learning, Laptop Assembly, Immersive Virtual RealityAbstract
The purpose of this study was to determine the effect of self-efficacy on learning motivation, the effect of self-regulation on learning motivation, and the effect of self-efficacy and self-regulation on learning motivation in immersive virtual reality-based laptop assembly simulation. The population and sample of this study amounted to 68 students from the 2nd and 3rd year batches at the Department of Informatics Engineering, Faculty of Engineering and Vocational Education, Universitas Pendidikan Ganesha, Bali-Indonesia. This study uses a quantitative approach with a survey method to collect data. Data collection techniques in the form of instruments in the form of a questionnaire using a semantic differential scale. The data analysis technique used is multiple linear regression analysis, classical assumption test, t-test, F-test and the coefficient of determination. The results of the analysis show that self-efficacy has a positive and significant effect on learning motivation, the value of t-calculated> t-table (4.186>1998). While self-regulation has a positive and significant effect on learning motivation, the value of t-calculated> t-table (3.226>1998). The results of the analysis also show that there is a positive and significant influence between self-efficacy and self-regulation on learning motivation in the simulation of immersive VR-based laptop assembly practicum, where the value of F-calculated> F-table (16.453>3.150).
References
Akgün, M., & Atici, B. (2022). The Effects of Immersive Virtual Reality Environments on Students’ Academic Achievement: A Meta-analytical and Meta-thematic Study. Participatory Educational Research, 9(3), 111–131. https://doi.org/10.17275/per.22.57.9.3
Bandura, A. (1994). Bandura Self-efficacy defined. Em Encyclopedia of Human Behavior.
Binhajib, A., McKinney, E., & Eike, R. (2023). Examining apparel design students’ self-efficacy towards using virtual reality in the design process. International Journal of Fashion Design, Technology and Education, 16(2). https://doi.org/10.1080/17543266.2022.2140362
Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers and Education, 154. https://doi.org/10.1016/j.compedu.2020.103910
Ebadi, S., & Shakoorzadeh, R. (2015). Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City. International Education Studies, 8(10). https://doi.org/10.5539/ies.v8n10p193
Eidhof, B., & de Ruyter, D. (2022). Citizenship, self-efficacy and education: A conceptual review. Theory and Research in Education, 20(1). https://doi.org/10.1177/14778785221093313
Estoque Loñez, H., & Errabo, D. D. (2022). Students’ Self-Motivation, Self-Efficacy, Self-Regulation in Virtual Laboratory in Human Anatomy Subject. ACM International Conference Proceeding Series. https://doi.org/10.1145/3514262.3514312
George, W., & Gallagher, K. (2022). What in the World Just Happened? Students’ Self-Regulation in Asynchronous PreCalculus During the COVID-19 Pandemic. Journal of Humanistic Mathematics, 12(2). https://doi.org/10.5642/jhummath.kqum2943
Guillén, A. L., Ortiz Colón, A. M., & Moreno, J. R. (2023). IMMERSIVE TECHNOLOGIES IN SELF-REGULATED LEARNING: SYSTEMATIC REVIEW OF SCIENTIFIC LITERATURE. Em Digital Education Review (Número 44). https://doi.org/10.1344/der.2023.44.105-113
Gungor, A., Kool, D., Lee, M., Avraamidou, L., Eisink, N., Albada, B., van der Kolk, K., Tromp, M., & Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ SelfEfficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education, 18(3). https://doi.org/10.29333/ejmste/11814
Hasanah, M. (2022). Hybrid Learning Management as a Strategy to Improve Learning Motivation in Higher Education. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 6(1). https://doi.org/10.33650/al-tanzim.v6i2.3415
Hsiao, S. C. (2021). Effects of the Application of Virtual Reality to Experiential Education on Self-Efficacy and Learning Motivation of Social Workers. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.770481
Hsu, W. C., Lin, H. C. K., & Lin, Y. H. (2017). The research of applying Mobile Virtual Reality to Martial Arts learning system with flipped classroom. Proceedings of the 2017 IEEE International Conference on Applied System Innovation: Applied System Innovation for Modern Technology, ICASI 2017. https://doi.org/10.1109/ICASI.2017.7988228
Igarzábal, F. A., Hruby, H., Witowska, J., Khoshnoud, S., & Wittmann, M. (2021). What Happens While Waiting in Virtual Reality? A Comparison Between a Virtual and a Real Waiting Situation Concerning Boredom, Self-Regulation, and the Experience of Time. Technology, Mind, and Behavior, 2(2). https://doi.org/10.1037/tmb0000038
Kiegaldie, D., & Shaw, L. (2023). Virtual reality simulation for nursing education: effectiveness and feasibility. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01639-5
Kim, J. (2020). VIVR: Presence of immersive interaction for visual impairment virtual reality. IEEE Access, 8. https://doi.org/10.1109/ACCESS.2020.3034363
Lee, T., Wen, Y., Chan, M. Y., Azam, A. B., Looi, C. K., Taib, S., Ooi, C. H., Huang, L. H., Xie, Y., & Cai, Y. (2022). Investigation of virtual & augmented reality classroom learning environments in university STEM education. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2155838
Liu, Z., Yu, P., Liu, J., Pi, Z., & Cui, W. (2023). How do students’ self-regulation skills affect learning satisfaction and continuous intention within desktop-based virtual reality? A structural equation modelling approach. British Journal of Educational Technology, 54(3). https://doi.org/10.1111/bjet.13278
Loksa, D., Margulieux, L., Becker, B. A., Craig, M., Denny, P., Pettit, R., & Prather, J. (2022). Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use. ACM Transactions on Computing Education, 22(4). https://doi.org/10.1145/3487050
Ma, L., & She, L. (2024). Self-Regulated Learning and Academic Success in Online College Learning. Asia-Pacific Education Researcher, 33(3), 519–533. https://doi.org/10.1007/s40299-023-00748-8
Ma, L., Zhang, W., Lv, M., & Li, J. (2022). The Study of Immersive Physiology Courses Based on Intelligent Network through Virtual Reality Technology in the Context of 5G. Computational Intelligence and Neuroscience, 2022. https://doi.org/10.1155/2022/6234883
Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2
Pendergast, D., O’brien, M., Prestridge, S., & Exley, B. (2022). Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060368
Reginald, G. (2023). Teaching and learning using virtual labs: Investigating the effects on students’ self-regulation. Em Cogent Education (Vol. 10, Número 1). https://doi.org/10.1080/2331186X.2023.2172308
Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability (Switzerland), 14(24). https://doi.org/10.3390/su142416863
Shaikh Mohammed Shaukat. (2023). Exploring the Potential of Augmented Reality (AR) and Virtual Reality (VR) in Education. International Journal of Advanced Research in Science, Communication and Technology. https://doi.org/10.48175/ijarsct-12108
Shen, H., & Li, L. (2022). Influence of Self-Regulated Strategy Development on the Performance of Virtual Reality-Based Teaching in Online Learning. International Journal of Emerging Technologies in Learning, 17(11). https://doi.org/10.3991/ijet.v17i11.31759
Tsirulnikov, D., Suart, C., Abdullah, R., Vulcu, F., & Mullarkey, C. E. (2023). Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation. FEBS Open Bio, 13(3). https://doi.org/10.1002/2211-5463.13567
Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103800
Xiang, N., Liang, H. N., Yu, L., Yang, X., & Zhang, J. J. (2023). A mixed reality framework for microsurgery simulation with visual-tactile perception. Visual Computer, 39(8). https://doi.org/10.1007/s00371-023-02964-1
Xie, T., Li, Y., & Tang, Y. (2023). Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study. IEEE Transactions on Learning Technologies, 16(6). https://doi.org/10.1109/TLT.2023.3263587
Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00162-y
Zatarain-Cabada, R., Barrón-Estrada, M. L., Cárdenas-Sainz, B. A., & Chavez-Echeagaray, M. E. (2023). Experiences of web-based extended reality technologies for physics education. Computer Applications in Engineering Education, 31(1). https://doi.org/10.1002/cae.22571
Downloads
Published
Issue
Section
License
Copyright (c) 2024 I Gede Partha Sindu, Ni Ketut Kertiasih
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
As recommended by the Public Knowledge Project, RCD adopts for its articles a CREATIVE COMMONS Attribution CC BY 4.0 license.
This license allows others to distribute, remix, adapt and build upon your work, even commercially, as long as they credit you for the original creation.
This is the most appropriate license offered.
Recommended for maximum dissemination and use of licensed materials.