Virtual Reality: Authentic and Immersive Learning in the Science Classroom

Heather Stone; Manyu  Li; Kenneth A.  Ritter III; Terrence L.  Chambers

doi:10.31686/ijier.vol8.iss8.2498

Authors

Heather Stone

University of Louisiana at Lafayette
Manyu Li

University of Louisiana at Lafayette
Kenneth A. Ritter III

University of Louisiana at Lafayette
Terrence L. Chambers

University of Louisiana at Lafayette

DOI:

https://doi.org/10.31686/ijier.vol8.iss8.2498

Keywords:

Educational technology, curriculum development, STEM

Abstract

The diversity of learners within education is neither linear nor constant. Educators are challenged to be responsive and understanding when encouraging learners to construct meaning while adhering to stringent standards. The objective of this study is to integrate science standards into authentic learning experiences, created in both a traditional teaching method and virtual reality (VR) platform, for 8th grade middle school students in Lafayette, Louisiana. The authentic experiences were based on oral histories of the residents of Isle de Jean Charles, Louisiana, who have lost 98% of their ancestral homeland since 1955. These experiences were then tied to the National Science Standards (8-MS-ESS1-4, 8-MS-ESS2-2, and 8-MS-ESS3-1). The students were split into two groups and given either a PowerPoint or VR experience, both having the same content. The researchers tracked engagement, focus, interest, and how important the students thought the content was. Using an experimental approach, the researchers also gave a pre- and posttest to determine if the VR experience resulted in better academic learning than a regular, PowerPoint-based lecture. The students were also asked to comment on their experience of the PowerPoint versus the VR and describe what their experience.

Author Biographies

Kenneth A. Ritter III, University of Louisiana at Lafayette

Research scientist in the College of Engineering
Terrence L. Chambers, University of Louisiana at Lafayette

Associate professor in the College of Engineering

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