The Effects of Spherical Video-Based Virtual Reality in Inquiry-Based Learning on Student Learning Outcomes, Higher-Order Thinking, and Learning Experiences in Geography Education.

This article investigates the integration of Spherical Video-Based Virtual Reality (SVVR) with Inquiry-Based Learning (IBL) to enhance geography education for high school students in Thailand. Using a quasi-experimental design, the study compared an experimental group receiving SVVR-enhanced IBL with a control group using traditional IBL, finding that both approaches improved learning outcomes and higher-order thinking skills, but the SVVR group showed significantly greater gains, especially in creativity. Qualitative data indicated that SVVR's immersive 360-degree environments and interactive features increased student engagement, visualization, and understanding of complex geographic concepts, despite challenges such as cyber sickness and technical issues. The study highlights the potential of combining SVVR with the 5E IBL model to foster critical thinking, problem-solving, and creativity, while noting considerations for scalability, teacher training, and long-term effectiveness.