The Science Coaster: A Virtual Reality Journey in Science Education.
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| Title: | The Science Coaster: A Virtual Reality Journey in Science Education. |
|---|---|
| Authors: | Özer, Fatih1 fatihozer@iuc.edu.tr, Şimşek, İrfan2 irfan@iuc.edu.tr |
| Source: | International Electronic Journal of Elementary Education. Jun2025, Vol. 17 Issue 4, p611-627. 17p. |
| Subject Terms: | *Science education, *School children, *Teachers, *Academic achievement testing, *Achievement motivation, Virtual reality software |
| Abstract: | This study was designed to examine how the science teaching process was conducted using Science Coaster, a virtual reality application developed for fourth-grade primary school students, and to identify the effects of this process on students' academic achievement, motivation, and experiences. The research was structured as a case study, and the participants consisted of 33 fourth-grade students and their classroom teachers. Data collection tools included an observation form, researcher diary, student diary, interview form, academic achievement test, and a motivation scale for science learning. The Science Coaster virtual reality software was specifically developed by the researchers for the unit "Earth's Crust and Movements of Our Planet" in the science curriculum. The implementation process was conducted individually, and students interacted with the content using a virtual reality headset and controller. The findings revealed that the Science Coaster-based instructional process could be successfully implemented in three main phases: lesson preparation, implementation, and assessment-evaluation. Quantitative results indicated a statistically significant increase in students' academic achievement in science and improvements in all subdimensions of their motivation. Qualitative data supported these findings, showing that students perceived the virtual reality experience as enjoyable, instructive, immersive, realistic, and motivating. During the research process, specific technical-physical issues and student-experience-based limitations were encountered; however, various solutions were implemented to address these challenges. The findings suggest that virtual reality technology holds pedagogical potential in science education and can be used as an effective instructional tool, particularly at the primary school level. [ABSTRACT FROM AUTHOR] |
| Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186789720 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Science Coaster: A Virtual Reality Journey in Science Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Özer%2C+Fatih%22">Özer, Fatih</searchLink><relatesTo>1</relatesTo><i> fatihozer@iuc.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Şimşek%2C+İrfan%22">Şimşek, İrfan</searchLink><relatesTo>2</relatesTo><i> irfan@iuc.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Electronic+Journal+of+Elementary+Education%22">International Electronic Journal of Elementary Education</searchLink>. Jun2025, Vol. 17 Issue 4, p611-627. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement+testing%22">Academic achievement testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+motivation%22">Achievement motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality+software%22">Virtual reality software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study was designed to examine how the science teaching process was conducted using Science Coaster, a virtual reality application developed for fourth-grade primary school students, and to identify the effects of this process on students' academic achievement, motivation, and experiences. The research was structured as a case study, and the participants consisted of 33 fourth-grade students and their classroom teachers. Data collection tools included an observation form, researcher diary, student diary, interview form, academic achievement test, and a motivation scale for science learning. The Science Coaster virtual reality software was specifically developed by the researchers for the unit "Earth's Crust and Movements of Our Planet" in the science curriculum. The implementation process was conducted individually, and students interacted with the content using a virtual reality headset and controller. The findings revealed that the Science Coaster-based instructional process could be successfully implemented in three main phases: lesson preparation, implementation, and assessment-evaluation. Quantitative results indicated a statistically significant increase in students' academic achievement in science and improvements in all subdimensions of their motivation. Qualitative data supported these findings, showing that students perceived the virtual reality experience as enjoyable, instructive, immersive, realistic, and motivating. During the research process, specific technical-physical issues and student-experience-based limitations were encountered; however, various solutions were implemented to address these challenges. The findings suggest that virtual reality technology holds pedagogical potential in science education and can be used as an effective instructional tool, particularly at the primary school level. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186789720 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.26822/iejee.2025.403 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 611 Subjects: – SubjectFull: Science education Type: general – SubjectFull: School children Type: general – SubjectFull: Teachers Type: general – SubjectFull: Academic achievement testing Type: general – SubjectFull: Achievement motivation Type: general – SubjectFull: Virtual reality software Type: general Titles: – TitleFull: The Science Coaster: A Virtual Reality Journey in Science Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Özer, Fatih – PersonEntity: Name: NameFull: Şimşek, İrfan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13079298 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
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