Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Instructional Technology
Department
School of Instructional Technology & Innovation
Committee Chair/First Advisor
Dr. Jason Harron
Second Advisor
Dr. Dabae Lee
Third Advisor
Dr. Soon Lee
Abstract
This study explores how students experience immersive virtual reality in a middle school science classroom. Utilizing the PhET simulation “My Solar System” as a model, an immersive virtual reality supported version was developed allowing students to interact collaboratively in the same virtual environment while manipulating variables to observe outcomes. Using an explanatory sequential mixed methods design, 60 sixth-grade students were randomly assigned to either a control group that used laptops or an experimental group that engaged in the simulation with immersive virtual reality. Quantitative methods used pre- and post-tests while qualitative methods included semi-structured student interviews, screen recordings, and field notes. Analysis of the quantitative pre- and post-test data using a paired t-test showed that both the control and experimental groups had a statistically significant improvement in test scores, however, the experimental group had a greater gain in scores. Open coding of the qualitative student interview transcripts provided emerging themes relating to the need for an onboarding session prior to using the simulation independently and the integration of instructional prompts into the actual simulation. Potential barriers to implementation included the significant time commitment for all students to participate and finding adequate space for students to safely use immersive virtual reality technology. Further research is needed to determine whether additional scientific topics could benefit from the unique affordances of virtual reality and to identify effective strategies that support student collaboration within virtual environments.