How Do Varying Levels of Immersive Virtual Reality Affect Student Performance in High School Science?

• In Event: Multimedia Design Considerations

Abstract

This paper shares findings from a quasi-experimental study that investigates how the use of virtual reality (VR) by high school science students affects their motivation, engagement, performance, and interest in science and future STEM careers. The goal of the study was to provide empirical tests to develop accurate measurements of the benefits of immersive VR (IVR) use, create a practical model for classroom replication, and address gaps in educational theory regarding VR in regular practice. Findings indicated that all learning conditions demonstrated learning gains from pre-test to post-test results. The medium immersion group led by the virtual instructor was found to have the greatest improvement. There was no direct correlation between the levels of immersion and change in learning.

Authors

• Ann Marie Carrier, Fulton County Schools

• Jason Harron, Kennesaw State University