Date Approved

2-28-2020

Embargo Period

3-2-2020

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Coaxum III, James

Second Advisor

Manning, JoAnn

Third Advisor

Kuo, Yu-Chin

Subject(s)

United States--History--Study and teaching; Educational technology

Disciplines

Secondary Education

Abstract

The purpose of this action research dissertation was to explore the development and implementation of virtual reality in United States History Classrooms. Specifically, research focused on how students would respond to virtual reality, the professional development that teachers required to implement virtual reality, health concerns associated with students using virtual reality in school, and how virtual reality would affect pedagogy and assessment strategies. Before implementation of virtual reality, high school students had identified social studies as their least favorite class and results suffered because of their lack of interest. Students being disgruntled about learning history in schools is an issue throughout the country (Milo, 2015).

After successfully infusing virtual reality into the classroom, students' motivation increased, performance improved significantly, and teachers reported drastic changes to their role in the classroom and how they evaluated students. What was surprising was the level of modification that was necessary for questioning technique, how drastically the teachers' roles in the classroom changed, and the number of school subjects that seem to be ripe with possibility for virtual reality (Sholes, 2018). While this technology is just emerging in the field of education, there appears to be ample opportunity for growth and advancement (Reynard, 2017).

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