Design of a Virtual Reality-Based Interactive Learning Platform for Science Students in Government Secondary Schools, Bauchi, Bauchi State
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- NGN 5000
Background of the study
Science education requires interactive and immersive experiences to effectively convey complex concepts. In government secondary schools in Bauchi, Bauchi State, traditional science instruction often relies on static textbooks and teacher-led demonstrations that may not fully engage students. A Virtual Reality (VR)-based interactive learning platform has the potential to revolutionize science education by creating immersive simulations of scientific phenomena. By allowing students to explore virtual laboratories and dynamic 3D models of natural processes, VR can transform abstract theories into tangible experiences (Adeola, 2023; Ibrahim, 2024). The interactive nature of VR encourages active participation, enabling students to manipulate variables, conduct experiments virtually, and visualize the impact of changes in real time. Such a platform also supports differentiated instruction, catering to various learning styles and enhancing retention. However, challenges including high VR hardware costs, limited technical support, and potential user discomfort remain. This study will design a VR-based interactive learning platform tailored for science students in government secondary schools in Bauchi, assess its impact on engagement and learning outcomes, and explore strategies to overcome technical and operational barriers (Chinaza, 2023).
Statement of the problem
Science education in government secondary schools in Bauchi suffers from engagement issues due to outdated teaching methods that fail to provide immersive, interactive experiences. Traditional classroom approaches, reliant on static materials, do not allow students to experience scientific phenomena firsthand, resulting in poor comprehension and low enthusiasm. Although a VR-based platform offers the potential for interactive and experiential learning, its implementation is constrained by high costs, limited technical infrastructure, and a shortage of trained personnel. Additionally, issues such as VR-induced discomfort and compatibility with existing curricula further reduce its efficacy. These challenges contribute to a suboptimal learning environment where students miss opportunities for deep, hands-on exploration of science concepts. This study seeks to evaluate the feasibility and impact of a VR-based interactive learning platform, identify key barriers to its adoption, and propose solutions to optimize its integration into secondary school science education (Ibrahim, 2024; Adeola, 2023).
Objectives of the study
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To design and develop a VR-based interactive learning platform for science education.
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To evaluate its impact on student engagement and understanding of scientific concepts.
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To identify technical and operational challenges and propose optimization strategies.
Research questions
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How does VR-based learning affect student engagement in science?
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What technical challenges hinder its effective implementation?
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How can VR integration be optimized to improve educational outcomes?
Significance of the study
This study is significant as it explores the potential of VR technology to enhance science education by providing immersive, interactive experiences. The findings will guide educators in implementing advanced learning tools that improve student outcomes (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is confined to the design and evaluation of a VR-based learning platform in government secondary schools in Bauchi. Limitations include high hardware costs, potential user discomfort, and integration challenges with existing curricula.
Definitions of terms
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Virtual Reality (VR): An immersive digital environment that simulates real-world experiences.
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Interactive Learning Platform: A digital system that facilitates active student participation through interactive content.
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Science Education: The teaching and learning of scientific concepts and methodologies.
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