## 3 Results
### Implementation and Evaluation of the VR Teaching Strategy
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Question** & **All** & **Some** & **None** \\  & **[\%]** & **[\%]** & **[\%]** & **[\%]** \\ \hline
12 & 100 & 0 & 0 \\
13 & 100 & 0 & 0 \\ \hline \multirow{2}{*}{**Question**} & **Excellent** & **Very Good** & **Satisfactory** & **Regular** & **Deficient** \\  & **[\%]** & **[\%]** & **[\%]** & **[\%]** & **[\%]** \\ \hline
14 & 60 & 40 & 0 & 0 & 0 \\ \hline
**Question** & **5** & **4** & **3** & **2** & **1** \\ \hline
15 & 60 & 40 & 0 & 0 & 0 \\ \hline \multirow{2}{*}{**Question**} & **Completely** & **Very Good** & **Satisfactory** & **Regular** \\  & **[\%]** & **[\%]** & **[\%]** & **[\%]** & **[\%]** \\ \hline
16 & 20 & 40 & 40 & 0 \\
17 & 60 & 20 & 20 & 0 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Evaluation results of expert panel: pedagogical integration characteristics. the immersive and visually appealing nature of the game. The 2D interface design was positively received by 94% of the students, suggesting that the main panel's design elements were user-friendly. Lastly, the sense of immersion was rated highly by 94% of the students, highlighting the effectiveness of the VR environment in engaging students. The interaction section showed that while most students found the interaction with objects and buttons intuitive, a small percentage faced occasional challenges, potentially due to varying levels of familiarity with VR technology. The terminology and symbols used were clear to the majority, but a few students might benefit from additional context or explanation. Navigation through the main screen was smooth for most, though some adjustments could enhance the experience further. Although most students did not encounter difficulties during gameplay, ensuring consistent ease of use for all users remains important. The time allocated for each module and the feedback provided were generally sufficient, but minor tweaks could improve the overall learning experience. Pedagogical integration (students): The results for pedagogical integration (Table 8) indicate a strong alignment between the VR system's educational content and the students' learning needs. A significant majority (94%) of the students found the electrical concepts appropriate for teaching basic DC electrical circuits, suggesting that the content was well-chosen and relevant. The clarity of images and videos was affirmed by 82% of the students, indicating that visual aids were effective in enhancing understanding. The 3D objects used to conceptualize elements and symbols were highly rated by 71% of the students as excellent or very good, reflecting the success of the visual representation in aiding comprehension. The degree of interaction with the 3D objects was rated highly, with 82% of the students giving the highest scores, suggesting that the interactive elements were engaging and functional. Most students felt that the circuit-building module met the needs of real electrical circuit practice, with 82% affirming this to a great extent or completely, highlighting the practical applicability of the VR tool. Additionally, 100% of the students believed the game contributed significantly to learning the fundamentals of DC electrical circuits, emphasizing the educational value of the VR environment. These results suggest that the VR tool effectively bridges theoretical knowledge and practical application, possibly due to its immersive and interactive nature, which enhances engagement and retention. Safety (students): The safety results (Table 9) suggest that the VR system is generally safe and stable, with a few areas requiring attention. A slight majority (53%) of the students did not detect any errors during gameplay, indicating overall stability, though nearly half of them did report some issues, suggesting occasional glitches that need addressing. Most