Effects of 3D virtual reality of plate tectonics on fifth grade students' achievement and attitude toward science

This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored significantly higher on the achievement test (F = 7.03, p < .05) than the control group using traditional 2D visuals. A positive change of attitude toward science was identified in both 3D and 2D groups, but it was not statistically significant. A robust regression analysis revealed that neither gender nor ethnicity had any significant effect on achievement tests or attitude. However, prior attitude had a significant determining effect for later attitude in both groups. Acknowledgements This work has been supported in part by US Satellite Laboratory, a NASA (National Aeronautics and Space Administration) funded organization. Also, important contributions to the development of the curriculum and technology discussed in this article were made by Glen Shuster, Claudia Olaciregui, Christopher Wesselman, Shawn Kim, Meghan Marrero, and Tara Alvarez.