Thesis Abstract

Abstract
This thesis investigates the use of virtual reality (VR) technology as a tool to enhance science education in high school classrooms. The integration of VR technology in education has gained significant attention in recent years due to its potential to provide immersive and interactive learning experiences. The primary objective of this study is to explore the effectiveness of VR technology in engaging high school students in science education and improving their learning outcomes. The research begins with a comprehensive review of the literature on VR technology and its applications in education. The review covers various studies that have explored the benefits of VR in enhancing student engagement, understanding complex scientific concepts, and improving learning retention. Additionally, the review examines the challenges and limitations associated with the use of VR technology in educational settings. In the methodology section, the research design and data collection methods are outlined. The study employs a mixed-methods approach, combining quantitative surveys to gather student feedback on their experiences with VR technology, and qualitative interviews with teachers to understand their perspectives on integrating VR into science curricula. The research methodology also includes observations of classroom interactions and learning outcomes before and after the implementation of VR technology. The findings of the study reveal that the use of VR technology in high school science classrooms has a positive impact on student engagement and learning outcomes. The immersive nature of VR simulations allows students to visualize abstract scientific concepts in a more tangible way, leading to improved understanding and retention of information. Teachers also report increased student participation and motivation when using VR technology as part of their lessons. The discussion section analyzes the implications of the study findings and provides recommendations for educators and policymakers looking to integrate VR technology into science education. The discussion highlights the importance of proper training for teachers to effectively utilize VR technology in the classroom and the need for sufficient resources to support the implementation of VR-based learning activities. In conclusion, this thesis demonstrates the potential of VR technology to enhance science education in high school classrooms by providing immersive and interactive learning experiences. The findings of the study underscore the importance of integrating innovative technologies like VR to create engaging and effective learning environments that cater to the diverse learning needs of students in the digital age.

Thesis Overview