Towards Human-Centered VR in STEM Education: A Framework for Student–Teacher Challenges through Learning Analytics and Personalized Learning

Muhammad Ahsan; Laura Coura; Ulfat Tahireen; Filza Javed; Matheus Gonçalves; Daniel L. Guidoni; Saul Delabrida

doi:10.5753/jis.2026.6616

Authors

Muhammad Ahsan Federal University of Ouro Preto https://orcid.org/0000-0002-1216-2707
Laura Coura Federal University of Ouro Preto https://orcid.org/0009-0009-7138-0024
Ulfat Tahireen Quaid-i-Azam University https://orcid.org/0009-0003-7319-9073
Filza Javed Pontifical Catholic University of Rio de Janeiro https://orcid.org/0009-0007-2106-3114
Matheus Gonçalves Federal University of Ouro Preto https://orcid.org/0009-0004-3124-7150
Daniel L. Guidoni Federal University of Ouro Preto https://orcid.org/0000-0002-1953-9132
Saul Delabrida Federal University of Ouro Preto https://orcid.org/0000-0002-8961-5313

DOI:

https://doi.org/10.5753/jis.2026.6616

Keywords:

Virtual Reality, Learning Analytics, Personalized Learning, Design-Based Research, Reverse Engineering

Abstract

This paper proposes a conceptual theoretical framework that integrates Virtual Reality (VR) with Learning Analytics (LA), Personalized Learning (PL), and a Student Behavior Model aligned with the Brazilian HCI Grand Challenges, particularly GC1 (new theoretical and methodological approaches) and GC5 (human–data interaction), to advance adaptive and personalized education in STEM. While VR offers immersive and engaging learning opportunities, most current systems lack the adaptability and learner-centered design needed to address individual differences and support teacher decision-making. Our framework introduces four interconnected models: (1) a simplified LA model, (2) a PL model designed to personalize instruction through learner profiles and adaptive recommendations, (3) a structured User Model, further enhanced by a three-mode questionnaire system capturing learner pace, prior knowledge, and instructional feedback, and (4) a Student Behavior Model addressing cognitive, social, and emotional dimensions of engagement within VR simulations. Together, these models conceptually interact to provide a holistic, learner-centered framework that links data, personalization, user profiling, and behavioral insights for adaptive VR-based education. The framework is developed through a conceptual mapping with the Design-Based Research (DBR) phases, verifying its components with established educational theories and iterative design principles of the DBR. To further verify the framework, we conducted a reverse engineering exercise by aligning it with a Unity-based educational VR game. This mapping demonstrates the framework’s applicability in real-world learning environments, showing how the framework insights can be embedded into gamified VR-based educational settings. This work contributes a theoretically grounded foundation for future research on immersive VR learning environments, offering pathways toward scalable, adaptive, and inclusive educational practices.

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