Date of Award
Summer 7-22-2024
Degree Type
Dissertation
Degree Name
Ed.D. in ITEC Advanced Track (Technology Leadership)
Department
Bagwell College of Education - School of Instructional Technology & Innovation
Committee Chair/First Advisor
Dr. Jason R. Harron
Second Advisor
Dr. Laurie Dias
Third Advisor
Dr. Yi Jin
Abstract
This study investigates the impact of virtual reality (VR) on high school science students' motivation, engagement, performance, and interest in STEM disciplines. Building on Huang et al. (2021), this research replicates and extends their findings, focusing on how different levels of VR immersion influence learning outcomes. The study aligns with the Next Generation Science Standards (NGSS) and the Georgia Standards of Excellence (GSE). Utilizing a quasi-experimental design, 123 high school students experienced varying levels of immersive VR via the Titans of Space Plus app on Meta Quest 2 headsets and desktop computers. Study population included 55% males, 45% minorities, and 56% with special needs. Likert surveys and pre-post assessments measured changes in motivation, engagement, performance, spatial reasoning, and STEM interest. Quantitative data analyses revealed significant improvements in learning outcomes across all VR levels. Tests included ANOVA, t-tests, Levene's test, and correlational analysis. Despite no significant differences between immersion groups, VR consistently enhanced motivation and engagement. Self-paced activities yielded the lowest improvements, while most participants exhibited enhanced spatial reasoning after VR exposure. There were no significant changes in long-term interest in STEM fields. These findings underscore VR's potential as an educational tool for future learning conditions, especially for special populations and undermotivated students. This research demonstrates how VR can maximize educational benefits as an inclusive and effective teaching strategy provided that thoughtful instructional design and structured methodologies are leveraged. Further investigations into VR's long-term effects and its impact on diverse learning populations are recommended.
Included in
Educational Technology Commons, Instructional Media Design Commons, Secondary Education and Teaching Commons