Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality

Abstract

Mixing Virtual Reality (VR) with Physics instruction is becoming more prevalent; however, many applications take a Piagetian learning approach, instructing first in a traditional way and then immersing students in VR without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in VR. It uses electromagnetism as a case study, along with a design-based research (DBR) research design paired with a Pedagogy Before Technology (PBT) approach to evaluate both usability and learning for the intervention. The result is a concrete experimental and research design proposing that a more effective VR environment would use the Vygotskian ideals of socialization and constructivism to encourage interaction between students during the scaffolded instruction period.