Virtual Reality in lower secondary education

Abstract

This study examined whether applying Virtual Reality (VR) technologies in instruction can increase meaningful learning and intrinsic motivation among middle school students. This research investigated VR in education with a multidisciplinary focus, but the topic of the lesson used in this project primarily targeted the education content standards in the content area of science. This study hypothesized that students will experience a higher sense of meaningful learning and intrinsic motivation when using interactive and immersive Virtual Reality for learning compared to the traditional classroom situation. The study included eleven (N=11) middle school students who participated in one control lesson and one experimental lesson. An Intrinsic Motivation Inventory (IMI) survey was used to measure intrinsic motivation and supplemented with a conceptual interview. Results showed that students were more intrinsically motivated to participate in the learning activity when they used immersive VR in the lesson.

Keywords: Virtual Reality, middle school, intrinsic motivation, meaningful learning, immersion, education, educational technology