Virtual Reality Simulations in Science Education

Abstract

This study examines the role of virtual reality (VR) in the promotion of writing with greater complexity and lexical density. Using a combination of neuroimaging and traditional measures, the author characterizes differences in writing complexity and lexical density scores across four different pedagogical modalities: VR alone, VR followed by a textbook reading, textbook reading followed by VR, and textbook reading alone. Middle school students recruited from a rural middle school in the Mid-Atlantic Region of the United States responded to two prompts related to science content found in VR environments and a textbook. The authors hypothesized that exposure to a virtual environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then had access to a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had VR alone, or access to the text alone.