Nadi Suprapto, Septian Rahman Hakim, Hasan Nuurul Hidaayatullaah, Dodik Arwin Dermawan, Dimas Novian Aditia Syahputra
Incorporating virtual reality technology is one way to enhance critical thinking skills in education. However, only a few studies have looked into the effect of virtual reality on student responses and the factors that influence critical thinking skills. To understand how students learn through virtual reality, this study analyzed the relationship between critical thinking skills and virtual reality research on student responses. The study analyzed trends in virtual reality in science learning from the Scopus database using bibliometric analysis. The result indicates that research in VR-CTS has significantly increased over the last decade. The United States has the highest number of publications, followed by China and Indonesia. China is also the most cited country in VR-CTS research. The most productive researcher is Rusyati L., and the Journal of Physics Conference Series is the most relevant source. Visualization mapping shows a strong relationship between VR and critical thinking skills, particularly for students in learning. Thematic evolution analysis indicates that VR is widely applied in education, training, and safety beyond entertainment. These findings underscore the increasing significance of VR in education, particularly its profound impact on student motivation and critical thinking skills. This impact is supported by the heightened research activity and positive student responses observed in this bibliometric analysis. The novelty of this study lies in its exploration of global dynamics in VR-CTS. Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms that virtual reality exerts a significant influence on student responses, demonstrating its potential to analyze the complex relationship between VR-CTS and student outcomes. © 2024 Copyright held by the owner/author(s).
Universitas Negeri Surabaya, Indonesia; Universitas Negeri Yogyakarta, Indonesia
