ABSTRACT

Virtual reality (VR) is an artificial environment created using softwares to simulate the real
world to the users. Users will be able to use their senses in this artificial environment created
such as sight and sound though improvements are being developed to use more sensor
availability on the system. It is formed in such a way that users will believe its presentation as
it’s very much live like.

The impact of virtual reality on Malaysian students is currently not well explored because the
technology is generally here and specifically not widely used in education.. There are still many
challenges to be addressed in relation to the VR development, application and implementation
in education as reported by researches in the field according to Charles (2011). On the other
hand, Sarina(2012) and Sharon(2014) state that many education literatures have identified that
globally students find many difficulties and have lack of motivation in learning (STEM).
Therefore, this study aims to identify the VR implementation issues in STEM education, to
investigate the impact of Virtual reality on students learning STEM in VR environment and to
propose a VR teaching and learning guideline for STEM education.

To achieve this, a simulation will be made and tested using Microsoft’s Xbox360, a gaming
console which is incorporated with Kinect, a separate add on accessory of the Xbox. The Kinect
has sensors to capture gestures and movements; hence one can play the game virtually without
the use of a gamepad. Students are then asked to participate in the Kinect game simulation.

Projectile motion is a concept in Physics, which has been found hard to be understood by
students Awelani (2014). Hence, this subtopic is selected to be tested and taught in the
research experiment. The objective of the research experiment is to know the definition and
concept of a projectile and to use concepts of force and inertia to explain the manner in which
gravity affects a projectile.
A group of students are divided into 2 groups and are given a brief walk through on the
concepts of projectile motion. They are then asked a few questions in relation to the concept to
determine their understanding of the taught concept.

Next, the students are asked to play the Kinect Sports game, whereby they test their ability to
manipulate projectile motion in a daily lives by playing the football and basketball game
respectively. At the end of the experiment, data collected before the VR simulation and data
collected after the simulation is compared and a conclusion is drawn.

The mixed-methods research methodology will be utilized. A post simulation questionnaire is

given to the participants to test their understanding after the simulation. Apart from the
quantitative data collection method, interviews will be carried out to gain more in depth
understanding of the data to be collected. The respondents are from Universiti Teknologi
Malaysia, which have been identified to have VR courses implemented.