Thesis Abstract

Abstract
Virtual reality (VR) technology has gained increasing attention in educational settings for its potential to enhance student learning experiences. This thesis investigates the impact of integrating VR simulations on student understanding of complex scientific concepts in high school biology classes. The study aims to explore how VR simulations can be effectively utilized to improve student engagement, comprehension, and retention of challenging biology topics. The research methodology employed a mixed-methods approach, combining quantitative data analysis and qualitative observations from both students and teachers. A total of 200 high school biology students participated in this study, divided into experimental and control groups. The experimental group engaged in VR-based activities while the control group followed the traditional curriculum. Pre- and post-assessment tests, classroom observations, and student feedback surveys were used to evaluate the impact of VR simulations on student learning outcomes. The findings revealed that students who engaged with VR simulations demonstrated significantly higher levels of understanding of complex scientific concepts compared to those in the control group. The immersive and interactive nature of VR technology allowed students to visualize abstract concepts, explore biological structures in 3D, and engage in virtual experiments, leading to increased motivation and interest in biology. Moreover, teachers reported positive experiences with integrating VR into their lessons, noting improvements in student engagement and participation. This research contributes to the growing body of literature on the effectiveness of VR technology in science education. The results highlight the potential of VR simulations to transform traditional biology instruction by providing students with unique learning opportunities that enhance their understanding of complex scientific concepts. The implications of this study extend to curriculum design, teacher training, and educational policy to promote the integration of immersive technologies in high school science classrooms. Overall, this thesis underscores the importance of leveraging VR simulations to create engaging and interactive learning environments that support student comprehension and retention of challenging biology concepts. By exploring the impact of VR technology in high school biology classes, this study provides valuable insights into the potential benefits of incorporating immersive technologies in science education to enhance student learning outcomes and foster a deeper understanding of complex scientific concepts.

Thesis Overview

The research project titled "Exploring the Impact of Virtual Reality Simulations on Student Understanding of Complex Scientific Concepts in High School Biology Classes" aims to investigate the influence of virtual reality simulations on student comprehension of intricate scientific concepts within the context of high school biology education. This study seeks to address the growing interest in integrating immersive technologies, such as virtual reality, into educational settings to enhance learning outcomes and engage students in interactive and experiential learning experiences. Virtual reality simulations offer a unique opportunity to create immersive and interactive environments that can simulate real-world scenarios, making abstract scientific concepts more tangible and understandable for students. By leveraging this technology in the context of high school biology classes, this research project aims to explore how virtual reality simulations can improve student understanding of complex biological topics that are traditionally challenging to grasp through traditional teaching methods. The research will involve designing and implementing virtual reality simulations that align with the high school biology curriculum and cover a range of complex scientific concepts. These simulations will be integrated into the classroom environment, allowing students to interact with and explore these concepts in a virtual setting. Data will be collected through pre- and post-assessments, observations, and student feedback to evaluate the impact of virtual reality simulations on student learning outcomes, engagement, and comprehension of complex scientific concepts. The findings of this study are expected to provide valuable insights into the effectiveness of virtual reality simulations as a pedagogical tool in high school biology education. By examining the impact of immersive technologies on student understanding and engagement with complex scientific concepts, this research aims to contribute to the ongoing discourse on innovative teaching approaches and the integration of technology in science education. Ultimately, the research outcomes will inform educators, curriculum developers, and policymakers on the potential benefits of incorporating virtual reality simulations into high school biology classes to enhance student learning experiences and promote a deeper understanding of scientific concepts.