Improving The Middle School STEM Education in Rural China Through Virtual Reality

Abstract

Left-behind children in rural China are troubled by educational inequalities and a lack of effective education; STEM education implemented by VR might be an answer to the problems they face. This article discusses the application of VR specifically targeting middle school STEM education in rural China. VR is characterized by its immersive, interactive, multimedia, multisensorial, engaging, authentic, spatial, and social affordances, possessing abilities to offer enhanced learning experiences different than other educational technologies. Specifically, case studies evaluated in this article show how VR can help better deliver STEM content by providing opportunities for practical, collaborative, and problem-based learning essential in effectively conveying the abstract and complicated theoretical knowledge of STEM. Learners are more motivated and achieved better learning outcomes, proving the effectiveness of VR in STEM education. Applying the insights in rural China, the creative and hands-on aspects of STEM education can bring out the left-behind children’s motivations and incentives for learning. Among all available technologies, VR is a suitable media choice to implement STEM, given its additional utilities of providing help for the personal and emotional challenges faced by the left-behind children, including their lack of incentives, positive attitudes, and company from parenting figures.