Systematic Review on Enhancing Science Process Skills through Virtual Reality in School Education

Abstract

Developing science process skills (SPS) is fundamental to fostering scientific inquiry and problem-solving abilities among students. This article presents a systematic literature review (SLR) examining the utilisation of Virtual Reality (VR) technology to enhance SPS in school education settings. The study follows the PRISMA model, employing rigorous methodology to identify and analyse relevant research articles from 2012 to 2022. A comprehensive search across databases, including Scopus, Web of Science, Springer Link, and Google Scholar, initially yielded 933 articles, from which 28 were selected for detailed analysis. The review explores VR applications across elementary, middle, and high school levels, focussing on methodologies, theoretical frameworks, and input/ output devices used in VR-based science education. The findings reveal that VR technology facilitates immersive and interactive learning experiences in various scientific disciplines, such as Botany, Biology, Physics, and Chemistry. Studies demonstrate the effectiveness of VR in enhancing student engagement, comprehension, and laboratory skills through simulations, games, and virtual field trips. The article highlights the potential of VR to transform science education by encouraging deeper understanding, critical thinking, and skill development among students. It recommends further research into optimal VR design, long-term learning outcomes, and issues of accessibility and equity in science education.