BRIDGING ENGAGEMENT GAPS: IMMERSIVE VIRTUAL REALITY IN TECHNOLOGY-ENHANCED UNDERGRADUATE STEM EDUCATION

This thesis investigates the impact of Immersive Virtual Reality (IVR) on student engagement in undergraduate STEM education. The study addresses the growing demand for innovative learning technologies, especially in response to the shift to remote education during the COVID-19 pandemic. IVR offers unique advantages by immersing students in fully interactive environments that reduce distractions and enhance experiential learning. The research explores how IVR compares to traditional methods in fostering student engagement and participation, particularly in STEM disciplines.

A comprehensive literature review reveals gaps in understanding how IVR impacts student motivation, agency, presence, and immersion. The Cognitive Affective Model of Immersive Learning (CAMIL) serves as the theoretical framework, suggesting that immersive environments can improve educational outcomes by enhancing learners’ control (agency) and emotional engagement (presence).

The study employed a cross-over experimental design involving undergraduate students who participated in both IVR and traditional PowerPoint (PPT) lessons. Data was collected using surveys based on validated scales for motivation, presence, agency, and immersion. The study also incorporated a Retrospective Post-Then-Pre (RPT) assessment to measure shifts in student perceptions of their learning experiences. The use of this design allowed for an in-depth comparison of the effects of IVR versus traditional instruction.

Results indicated that IVR significantly improved students’ sense of immersion, though no significant differences were observed in terms of motivation or presence compared to traditional methods. Interestingly, students reported higher levels of agency during PPT lessons, suggesting that the structured nature of traditional instruction made them feel more in control. These findings highlight the nuanced ways different implementations of IVR impact key dimensions of student engagement.

The discussion reflects on the broader implications of these results, particularly the technical limitations encountered with the Meta Quest 1 headsets, which may have hindered the full potential of the IVR experience. While IVR offers promising opportunities for enhancing engagement, technical challenges and students’ preference for familiar learning environments suggest a need for a balanced integration of immersive and traditional methods.

The conclusion proposes that hybrid learning models, which combine IVR's interactivity with traditional formats' structure, may offer the best path forward for integrating immersive technologies into STEM education. Practical recommendations for educators and policymakers are presented, emphasizing the importance of access to up-to-date equipment and training to maximize the benefits of IVR in academic settings.