Validation of a tool for assessing undergraduate university students’ perceptions and engagement in virtual reality-based digital literacy education

Bibliographic Data

ID22166445
AuthorsZhandos Zulpykhar (0000-0001-7086-3766, Department of Computer Science, Institute of Digital Sciences and Artificial Intelligence, L.N. Gumilyov Eurasian National University), Жандос Зулпыхар (L. N. Gumilyov Eurasian National University), Aitgul Azamat (0000-0003-0699-3392, L. N. Gumilyov Eurasian National University, corresponding author), Saniya Nariman (0000-0003-2916-6939, L. N. Gumilyov Eurasian National University), Gulmira Saifutdinova (Zhangir Khan West Kazakhstan Agrarian Technical University)
Year2026
Volume11
Publication date2026-06-22
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1871454
OpenAlexW7165547509
LanguageEN
References cited22

The integration of immersive virtual reality (VR) technologies into digital literacy education has become an important direction in contemporary educational research. However, despite the growing implementation of VR-based learning environments, there remains a lack of validated instruments for assessing learner engagement and perceptions of immersive digital literacy learning, particularly within the educational context of Kazakhstan. The present study aimed to develop and validate a tool for assessing undergraduate university students’ perceptions of immersive digital literacy learning using virtual reality technologies. The study employed quantitative, descriptive, and cross-sectional research design. The instrument was developed based on a review of literature related to digital literacy, immersive learning, virtual reality in education, and student engagement. Content validity was evaluated through expert assessment involving specialists in digital education, educational technologies, virtual reality, and pedagogical methodology. Construct validity was examined using exploratory and confirmatory factor analyses, while reliability was assessed using Cronbach's alpha and McDonald's omega coefficients. The study involved 150 undergraduate university students from Kazakhstan who participated in VR-oriented digital literacy learning activities. The results confirmed a three-factor structure of the instrument, including organizational and methodological conditions of VR learning, educational value of immersive learning, and motivational and emotional engagement. The model demonstrated acceptable fit indices ( χ 2 /df = 2.86, CFI = 0.924, TLI = 0.913, GFI = 0.948, RMSEA = 0.078, SRMR = 0.071). The instrument also demonstrated high internal consistency ( α = 0.918; ω = 0.927). The findings indicate that the developed tool possesses satisfactory validity and reliability for assessing learner engagement in immersive digital literacy learning environments. The proposed instrument may be useful for researchers, educators, and developers of VR-based educational programs seeking to evaluate the effectiveness of immersive learning environments and improve pedagogical approaches to digital literacy education

Confirmatory factor analysis · Construct validity · Digital Literacy · Perception · Student engagement · Virtual learning environment · Virtual reality · Augmented Reality Applications · Technology-Enhanced Education Studies · Virtual Reality Applications and Impacts

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