Integrating immersive VR into STEM-based physics teaching: student perspectives on the Rutherford experiment simulation

Research from Frontiers in Education (International) explores the integration of immersive Virtual Reality (VR) into STEM-based physics education to address challenges in teaching complex atomic physics concepts. A study combining bibliometric analysis, meta-analysis, and a pilot VR assessment with pre-service physics teachers indicated that STEM- and applied-oriented instruction, particularly through VR, positively impacts conceptual understanding and visualization. The pilot assessment focused on a VR simulation of the Rutherford experiment, with participants evaluating clarity, visualization, interactivity, motivation, and STEM orientation.

This development highlights the potential for immersive technologies to transform education, particularly in STEM fields where abstract concepts are prevalent. Organizations involved in education, technology development, and workforce training should recognize the pedagogical benefits and operational efficiencies that such tools could offer in skill development and knowledge transfer.

Teaching complex and abstract atomic physics concepts presents significant challenges.

Forward consideration, not a verified fact.