Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
DOCTOR OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY
Department
School of Instructional Technology & Innovation
Committee Chair/First Advisor
Dr. Jabari Cain
Second Advisor
Dr. James Wright
Third Advisor
Dr. Beth Marks
Abstract
The use of virtual reality (VR) in the secondary STEM educational space is increasing as costs to access VR technology decrease. There is a current lack of research supporting the efficacy of virtual reality use in the secondary space to improve student success criteria, particularly for specific VR-based instructional products like Prisms. The purpose of this study was to explore the impact of Prisms VR curriculum from the teacher perspective, with specific attention to student engagement, conceptual understanding, and instructional practices. The goal of the study was to contribute to existing research about the paradigm shift toward active student participation in learning and provide insight to enhance professional development programs for VR curriculum implementation. The research was completed using a qualitative case study with semi-structured interviews and written reflection data. This study was guided by a constructivist and experiential learning framework, integrating Piaget, Bruner, Papert, and Kolb to inform VR-based instructional practices and student engagement. Data was coded to identify themes related to teacher perceptions of the impact Prisms VR curriculum implementation has on student engagement, student conceptual understanding, and instructional practices. Participants reported increased student engagement and deeper conceptual understanding. Research implications include recommendations for effective VR implementation and directions for future research to support professional development in VR-based instruction.
Keywords
virtual reality (VR), high school, teacher perceptions, Prisms, student engagement