Exploring the Role of Virtual Reality in STEM Distance Education and Remote Outreach Opportunities

Abstract

Distance education is essential to modern education; it is therefore crucial to evaluate pedagogical techniques that provide exceptional and equitable education to remote students. Major challenges of online learning include social isolation, feelings of disconnection, and elevated distraction, resulting in lower engagement, motivation, and performance. The present study utilized virtual reality (VR) to remotely connect rural high school students to graduate student mentors to learn human anatomy. Qualitative data assessed student and mentor motivation, engagement, satisfaction, and overall perceptions while utilizing VR compared to traditional online methods. Quantitative data assessed changes in student critical thinking ability throughout the semester. Results indicated increased motivation, engagement, and satisfaction while learning in VR compared to traditional online methods. Focus group interviews further revealed that participants viewed VR as uniquely valuable for applying knowledge and intuitively understanding spatial relationships. Although modality (VR vs online) did not have a significant effect on critical thinking ability between individual units, further analysis suggested that VR may improve student critical thinking skills longitudinally. Research on the implementation of VR in remote education is in its early stages, but there is a growing need to investigate the effectiveness of immersive technologies in overcoming barriers to distance learning.