Year: 2024
Type: article
Abstract: Virtual reality (VR) and augmented reality (AR) are gaining recognition as powerful technologies transforming educational environments, particularly within STEM (Science, Technology, Engineering, and Mathematics) disciplines. There are over 800 programs, but they all have one thing in common: they allow students to work with scientific phenomenon that is otherwise too difficult or unfeasible (Girl Science, n.d.). This paper explores mobile virtual and augmented reality intervention effects on student involvement in the context of secondary STEM education, contrasting with traditional pedagogy utilizationalistic paradigm. A mixed-methods design will be used that includes quantitative measures like engagement scores and academic performance as well as qualitative feedback from students and educators. They hope that incorporating VR and AR in the classroom will lead to an increase of student engagement, motivation, and understanding of topics within STEM. This information can serve as a framework of benefits, and challenges to classroom integration; leading the feasibility for successful implementation.
Author: Anqi Chen
Institution: Education University of Hong Kong
Language: English
Subfield: Computer Vision and Pattern Recognition
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4406215283