References Kim, M., & Jin, Q. (2022). Studies on visualisation in science classrooms: a systematic literature review. International Journal of Science Education, 44(17), 2613-2631. Makransky, G., & Lilleholt, L. (2018). A structural equation modelling investigation of the relationship between presence and learning in immersive virtual reality. Educational Technology Research and Development, 66(5), 1141-1164. https://doi.org/10.1007/s11423-018-9581-2 Makransky, G., & Petersen, G. B. (2023). The theory of immersive collaborative learning (TICOL). Educational Psychology Review, 35(4), 103. Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A metaanalysis. Computers & Education, 70, 29-40. Schnotz, W., & Wagner, I. (2018). Construction and elaboration of mental models through strategic conjoint processing of text and pictures. Journal of Educational Psychology, 110(6), 850. Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. Conclusions and implications for education It was concluded from this project that VR in education can lead to improved visualisation and, potentially, learning outcomes. The technology offers great promise for science pre-service teachers and even teachers in practice as an excellent tool for engaging learners and building their excitement toward science and its related careers. The immersive nature of VR creates a sense of presence, which has been linked to increased cognitive engagement and, consequently, better learning outcomes (Makransky & Lilleholt, 2018). Though several benefits are associated with 360-degree VR-enhanced education, some challenges need to be addressed for the technology to be effectively implemented. Challenges like accessibility to VR devices for all students, the availability of good internet connectivity and compatible cell phones need to be addressed by PSTs and other educators who desire to integrate technology. Also, selecting VR content that is pedagogically sound and meets the learning objectives for students is key to tapping into the educational value of VR. In some cases, it may be necessary to collaborate with VR developers to create custom content that meets specific educational needs. Future Directions There is great potential for semi-interactive 360-degree VR technology in science education, and ongoing technological advancements will likely expand its applications in diverse educational contexts. Future research could explore the long-term impact of integrating 360-degree VR on learning outcomes, motivation and interest, particularly in different science subjects and educational levels. There is also a need to investigate how VR can be effectively integrated into hybrid or blended learning environments, which are becoming increasingly common in education. Future research could explore the long-term impact of integrating 360-degree VR on learning outcomes, motivation and interest, particularly in different science subjects and educational levels. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 92
RkJQdWJsaXNoZXIy MjU1NDYx