Thesis Abstract

Abstract
This thesis explores the integration of virtual reality (VR) technology to enhance student engagement and understanding in high school biology classes. The study investigates the potential benefits of using VR technology as a tool to improve student learning outcomes, motivation, and overall classroom experience in biology education. The research methodology employed a mixed-methods approach, combining quantitative data analysis and qualitative feedback from students and educators. Chapter One introduces the background of the study, identifying the problem statement, objectives, limitations, scope, significance, and structure of the thesis. The significance of leveraging VR technology in high school biology education lies in its ability to create immersive and interactive learning experiences that cater to diverse learning styles and enhance student engagement. Chapter Two presents a comprehensive literature review that examines existing research on the use of VR technology in education, specifically in the field of biology. The review explores studies on the impact of VR on student engagement, learning outcomes, and motivation, providing a theoretical framework for the current study. Chapter Three outlines the research methodology used to investigate the impact of VR technology on student engagement and understanding in high school biology classes. The methodology includes participant selection, data collection methods, data analysis procedures, and ethical considerations. Chapter Four presents a detailed discussion of the findings derived from the study. Analysis of the data reveals the effects of VR technology on student engagement, understanding of biological concepts, and overall learning experience. The chapter also discusses the challenges and opportunities associated with integrating VR technology into biology education. Chapter Five offers a conclusion and summary of the thesis, highlighting the key findings, implications for practice, and recommendations for future research. The study underscores the potential of VR technology as a valuable tool for enhancing student engagement and understanding in high school biology classes, paving the way for innovative approaches to teaching and learning in science education. In conclusion, this thesis contributes to the growing body of research on the use of VR technology in education, particularly in the context of high school biology classes. By leveraging the immersive and interactive capabilities of VR technology, educators can create engaging and effective learning experiences that cater to the diverse needs of students, ultimately improving learning outcomes and fostering a deeper understanding of biological concepts.

Thesis Overview