Enhancing Science Literacy Through Interactive Virtual Reality Laboratories

Thesis Abstract

The persistent challenge of fostering comprehensive science literacy among secondary school students necessitates innovative instructional strategies, particularly in contexts where traditional laboratory experiences are limited by resource constraints and safety concerns. This study investigates the potential of interactive virtual reality (VR) laboratories to enhance science literacy, with a specific focus on understanding complex scientific concepts and developing scientific inquiry skills. Guided by constructivist learning theory and the cognitive load theory, the research aims to evaluate the effectiveness of VR-based laboratory simulations in improving students’ conceptual understanding, procedural knowledge, and engagement in science learning. The study also seeks to identify how these interactive environments influence students’ attitudes towards science and their motivation to pursue further scientific inquiries. Adopting a quasi-experimental research design with a pretest-posttest control group, the study involved a total population of 240 secondary school students enrolled in science classes across four public schools within the metropolitan region. A stratified random sampling technique selected 120 students for the experimental group, which received instruction through VR laboratories, and 120 students for the control group, which underwent conventional laboratory activities. Data were collected through a combination of validated questionnaires measuring science literacy, engagement, and attitudes towards science, as well as achievement tests assessing conceptual understanding and experimental skills. The instruments demonstrated high validity and reliability, with Cronbach’s alpha coefficients consistently above 0.85. Supplementary qualitative data were gathered through semi-structured focus group interviews with 24 students to explore their experiences and perceptions of the VR environment. Quantitative data analysis employed descriptive statistics, paired and independent samples t-tests, and multivariate analysis of covariance (MANCOVA) to determine differences between groups while controlling for potential confounding variables. Structural equation modeling (SEM) was used to examine hypothesized relationships between engagement, attitude, and learning outcomes. The qualitative data underwent thematic analysis, guided by Braun and Clarke’s framework, to identify salient patterns related to students' experiences with VR laboratories. It is anticipated that the findings will demonstrate a statistically significant improvement in science literacy scores, conceptual understanding, and procedural skills among students exposed to VR-based laboratories compared to those in traditional settings. Additionally, the study expects to reveal heightened levels of engagement and positive attitudes towards science among the experimental group, reinforcing the motivational benefits of immersive, interactive learning environments. The results are also expected to indicate that perceived ease of use and exploratory freedom within VR environments significantly mediate learning outcomes, aligning with constructs from the Technology Acceptance Model. This research contributes to the growing body of knowledge by empirically validating the efficacy of VR technology in science education at the secondary level, addressing existing gaps related to learner engagement and conceptual mastery. The findings provide evidence-based recommendations for integrating VR laboratories into science curricula, especially in resource-limited settings, emphasizing the importance of teacher training and infrastructure development for successful implementation. The study concludes that interactive VR laboratories represent a viable and effective pedagogical innovation for advancing science literacy, advocating for broader adoption and further research into long-term impacts and scalability across diverse educational contexts. Future investigations should focus on longitudinal effects, cost-benefit analyses, and contextual adaptations to optimize VR integration in various educational environments.