Investigation of the effect of virtual reality applications for science education.

Aim of this study is to design three dimension learning environment towards 6th grade "sun system and eclipses" unit and investigate it's effectiveness. According to experts' opinions, objectives included in target unit were transferred to digital environment as three dimension by researcher. Virtual reality systems were preferred as three dimension contents' field of use. Pre-test post-test control group quasi experimental model were used in this research. Workgroup of this research consists of 32 students studying in a government secondary school. Workgroup were seperated into two random groups in terms of pre-test post-test control group model. In experiment group, "sun system and eclipses" unit was conducted with 16 students using three dimension virtual reality application. In control group, the unit were conducted with 16 students using content of Science Education Curriculum which were accepted by Turkish National Education Ministry in 25.06.2018 and document number 12254648. During experimental practice (4 weeks) courses of experiment and control group were conducted by the teacher. Researcher supported and helped teacher during conducting courses in experimental practice. In order to investigate effectiveness of experimental practice, both quantitative and qualitative data were gathered. Quantitative data of this study were gathered using "Sun system and eclipses academic achievement test" and "open ended questions towards students mental modeling" while qualitative data were gathered using "Semi-structured interview form towards virtual reality application". During data process, quantitative data were analyzed by using SPSS program while qualitative data were analyzed with descriptive analysis. According to results of this study, when data gathered by "sun system and eclipses academic achievement test" were examined, even there is significant difference found between two groups, experiment groups academic achievement scores were increased more when compared to academic achievement scores of control group. Results of "open ended questions towards students mental modeling" before experimental practice show no significant difference between groups while after experimental practice data indicated a significant difference between groups in favor of experiment group. When results of "semi-structured interview form towards virtual reality application" were examined, students indicated that virtual reality applications were affected their interest towards course in a positive way and they would like to use virtual reality applications in other courses, too. When results of this study has taken into account, developing three dimension learning environment about different topics and investigating the effects of three dimension learning environment on permanency of concepts is an implication of this research. Keywords: Science, Virtual Reality, Three-dimensional Educational Animations, Educational Technologies