Virtual Reality in STEM articles
High School - Solving spatial organic chemistry problems with VR
Although virtual models are being used more often to teach spatial awareness in STEM, the students’ cognitive abilities to measure their learning and performance with virtual models are not well understood yet (Barrett & Hegarty, 2016). In this study, Barrett and Hegarty (2016) conducted two experiments in which students were asked to solve spatial organic chemistry problems through VR. The virtual model interfaces were manipulated to display dimensionality and change the location of the hand-held device used to move around the different molecules. In experiment 1, students were asked to interpret the spatial structure of organic molecules and to manipulate models to align them according to the diagrams presented (Barrett & Hegarty, 2016). Then in experiment 2, students were asked to move the interaction device with the 3D virtual image and this ultimately led to better results (Barrett & Hegarty, 2016). Therefore, Barrett & Hegarty (2016) concluded that students with lower spatial reasoning benefitted more from the 3D virtual molecule manipulations, and those students who already had good spatial reasoning abilities were not affected by whether the experiment was in VR or not.
Middle School - Learning & Motivational Impacts of a VR Science Game
Miller et al. (2011) used a web-based forensic science game to teach and motivate high school students to pursue a career in STEM. More than 700 high schoolers played 3 forensic science VR games for 1 hour. The test the students took before and after playing the 3 forensic VR science games demonstrated significant gains in content knowledge (Miller et al., 2011). Miller et al. (2011) also determined that students’ enjoyment of the role-based VR experience game influenced their career motivation in STEM. Therefore, Miller et al. (2011) concluded authentic and engaging STEM games may motivate students to take the right steps towards refining their knowledge and skills in the subjects and pursue a STEM career in the future.
High School - VR Simulations: Development of STEM academic & career choice
Thisgaard and Makransky (2017) studied the difference between using virtual learning simulations versus traditional lessons as part of a high school biology/biotech class in the topic of evolution. The study used the social cognitive career theory in order in order to determine if the VR environment presented in the class could serve as a factor in STEM academics and career choice for the students. 128 high school students participated in this study and the results showed that the virtual environment presented in class significantly increased knowledge of evolution, compared to traditional methods (Thisgaard & Makransky, 2017). The virtual and traditional lessons did not show significant differences in student motivation. However, the study did prove that the VR lessons were as effective as traditional lessons; therefore, high school teachers can use them as supplementary lessons (Thisgaard & Makransky, 2017). In addition, Thisgaard and Makransky (2017) concluded that VR simulations may be a useful tool in enhancing students’ interest in pursuing a STEM career path.
K-12 | All levels - STEM education supported by VR labs
According to Trúchly et al. (2019), information and communication technologies, such as VR, are rapidly growing and they offer many learning opportunities that could be used in STEM education to motivate student learning, increase engagement, and increase knowledge acquisition. Therefore, this study focuses on virtual reality laboratory techniques that could be used to improve student learning in subjects in which young students tend to lose interest (Trúchly et al., 2019). These studies were conducted at two different programs to analyze self-directed learning in various software networking topics in a virtual lab (Trúchly et al., 2019). On completion of these studies, Trúchly et al. (2019), concluded that students enjoyed the virtual lab and significantly improved their knowledge and motivation.
