Enhancing learning and engagement in online stem courses through immersive virtual reality

The National Science Foundation Division of Undergraduate Education awarded Utah TECH University $399,999 on October 1, 2026, under the STEM Education program to develop and implement immersive virtual reality learning experiences in fully online undergraduate STEM courses.

The project develops six immersive virtual reality learning activities—three each for online biology and geography courses—delivered through VR headsets to improve student conceptual comprehension, retention, and engagement in asynchronous undergraduate coursework. The work uses a mixed-method quasi-experimental design to compare learning outcomes and engagement levels between traditional online course sections and IVR-enhanced sections. The project also creates internship opportunities for undergraduate students in computer science and 3D arts to participate in IVR design and development, building workforce capacity in emerging immersive technologies.

Performance occurs at Utah TECH University in St. George, Utah, over the period October 1, 2026, through September 30, 2029. The award is classified as a Project Grant under CFDA 47.076. The project addresses the gap in hands-on, interactive, and collaborative learning experiences available to online STEM students by investigating practical strategies for faculty, administrators, and learning design professionals to integrate immersive technologies into teaching.

Abstract

This project aims to serve the national interest by improving learning and engagement in fully online undergraduate stem courses through immersive virtual reality (IVR). Students in fully online stem courses often lack opportunities for the hands-on, interactive, and collaborative learning experiences available in face-to-face courses. This lack of access to active learning opportunities can significantly affect online stem students? Learning outcomes and engagement. This level 1 engaged student learning project aims to close that GAP by developing, implementing, and assessing IVR-based interactive learning experiences in fully online undergraduate biology and geography courses. This project plans to investigate how IVR can support student learning in online stem courses and on identifying practical strategies for faculty, administrators, and learning design professionals interested in integrating immersive technologies into their teaching. In addition, the project plans to create internship opportunities for undergraduate students in computer science and 3D arts to participate in IVR design and development. The project is expected to expand access to engaging, high-quality stem learning experiences for online students while preparing a workforce with experience using emerging immersive technologies. The goal of the project is to examine the effectiveness of IVR learning activities delivered through VR headsets in improving student conceptual comprehension, retention, and engagement in asynchronous undergraduate biology and geography courses. The project plans to develop six IVR learning activities and provide them as additional learning materials in two existing online courses, with three activities for each subject. A mixed-method quasi-experimental design will be used to compare learning outcomes and engagement levels in traditional online course sections and IVR-enhanced sections. Data collection will include pre- and post-tests of comprehension and retention, engagement surveys, and focus groups. The study is expected to advance understanding of the conditions under which IVR is effective for improving conceptual learning, engagement, and retention in asynchronous online stem courses. The findings and instructional materials, including IVR applications, will be shared through publications, conference presentations, open educational resource platforms, and a public-facing university website. The NSF iuse: EDU program supports research and development projects to improve the effectiveness of stem education for all students. Through the engaged student learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.