Thesis Abstract

Abstract
This thesis investigates the utilization of virtual reality (VR) technology as a tool to enhance student engagement and understanding in high school biology classes. The study aims to explore the potential benefits of integrating VR technology into the classroom environment to improve student learning outcomes and increase student motivation and interest in biology. The research methodology involves a mixed-methods approach, combining quantitative data analysis with qualitative insights from student surveys, interviews, and classroom observations. Chapter One provides an introduction to the research topic, including the background of the study, problem statement, objectives of the study, limitations, scope, significance, structure of the thesis, and definitions of key terms. Chapter Two presents a comprehensive literature review, covering ten key areas related to virtual reality technology, student engagement, and biology education. The literature review synthesizes existing research findings and theoretical frameworks to establish a foundation for the current study. Chapter Three outlines the research methodology, detailing the research design, participants, data collection methods, and data analysis procedures. This chapter includes eight subsections that describe the steps taken to gather and analyze data, ensuring the validity and reliability of the study findings. Chapter Four presents an in-depth discussion of the research findings, highlighting the impact of VR technology on student engagement, understanding, and motivation in biology classes. The chapter examines key themes and patterns emerging from the data analysis, providing insights into the effectiveness of VR technology as an educational tool. Chapter Five offers a conclusion and summary of the project thesis, presenting key findings, implications for practice, and recommendations for future research. The study contributes to the growing body of research on the integration of VR technology in education and provides valuable insights into its potential to enhance student learning experiences in high school biology classes. Overall, this thesis aims to advance our understanding of the role of VR technology in promoting student engagement and understanding in science education, with implications for curriculum design, teaching practices, and educational policy.

Thesis Overview