Virtual Reality in Physics and Mathematics for Agricultural Engineering: A Quasi-experimental Study
Abstract
This study evaluated the impact of virtual reality (VR) on physics and mathematics learning among 46 first-semester Agronomic Engineering students at the University of Cundinamarca, using a quasi-experimental design with an experimental group (n=35, VR-based) and a control group (n=11, non-VR). Pre- and post-tests (0–100 %) aligned with the quantitative reasoning module of the Saber Pro exams were administered. The VR application was developed in Unity 6, incorporating NVIDIA PhysX physics simulations and Meta Quest 3 compatibility. Quantitative analysis, performed in Python 3.12 using a 2 × 2 repeated-measures ANOVA, revealed a significant improvement in the experimental group (+32.6 points, p<0.001, d=1.54), compared to a non-significant gain in the control group (+9.5 points, p=0.242). The Group × Time interaction was significant (F(1,88)=8.33, p=0.005). Furthermore, 74.3 % (corresponding RCI) of VR-exposed students achieved reliable learning gains, and the Number Needed to Treat (NNT) was 3, indicating high effectiveness. Findings support VR as an effective pedagogical strategy for teaching foundational sciences within the context of Agriculture 4.0.
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