Enhancing creative thinking skills through STEAM micro-learning in virtual immersive learning environment: An empirical study in animation design education

Abstract

This study examines the effects of integrating immersive technologies with STEAM-based micro-learning to enhance creative thinking, academic achievement, and the quality of innovation in animation design education. A quasi-experimental pretest–posttest control-group design was employed with 60 undergraduates assigned to Virtual Reality (VR), Augmented Reality (AR), and control groups. The 8-week intervention, grounded in constructivist and experiential learning theories, was implemented through the SIMPLE model using Oculus Quest 2 for VR and mobile AR applications. Instruments included Guilford’s Alternative Uses Task, an achievement test, and an innovation quality rubric, all demonstrating high reliability (α = 0.82–0.91; ICC = 0.89–0.91). Results indicated that the VR group significantly outperformed AR and control groups across all creative thinking dimensions, academic achievement, and innovation quality (p < 0.001, η² > 0.90). Creative thinking partially mediated the relationship between immersive learning and innovation outcomes. Findings provide strong evidence that VR-enhanced STEAM micro-learning fosters creativity and professional competencies, offering validated pedagogical insights for immersive, creativity-driven education.