Application of Immersive Virtual Environments in Teacher Ethics Education for Chemistry Normal Students:Empirical Analysis Based on Flow Theory
ZHOU Jing1,2**, LIU Ru-Zhang3, PAN Hong-Jian2
1. Department of Educational Technology, Yangzhou University, Yangzhou 225009, China; 2. School of Education Science, Yangzhou University, Yangzhou 225009, China; 3. School of Chemistry and Chemical Engineering, Yangzhou University, Yangzhou 225009, China
Abstract Grounded in the framework of flow theory,this study employed a quasi-experimental controlled method to conduct a teaching intervention with 68 chemistry normal students from a university.A mixed-methods approach integrating quantitative and qualitative analyses was adopted to systematically investigate the impact mechanism of immersive virtual environments(IVE)on teacher ethics learning.The findings revealed that the experimental group exhibited significantly higher levels of flow experience in IVE(M=4.614)compared to the control group(M=2.687,p=0.003),with a 9.8-point improvement in post-test teacher ethics knowledge scores(p=0.001).Qualitative analysis further demonstrated the experimental group’s marked advantages in dimensions such as situational immersion in chemistry-specific ethical decision-making(40%)and emotional resonance with professional responsibilities(36%).This study indicates that immersive technology provides a technology-enabled solution for chemistry normal students’ teacher ethics cultivation by establishing a three-dimensional synergy mechanism of“embodied experience-emotional connection-cognitive deepening”,offering empirical support for innovating teacher ethics education modes during the era of intelligent education.
ZHOU Jing, LIU Ru-Zhang, PAN Hong-Jian. Application of Immersive Virtual Environments in Teacher Ethics Education for Chemistry Normal Students:Empirical Analysis Based on Flow Theory[J]. Chinese Journal of Chemical Education, 2025, 46(14): 80-86.
