Author Identifier
Luke Spartalis: http://orcid.org/0000-0002-4974-2326
Date of Award
2026
Keywords
Coherence principle, virtual reality, VRLE, hazards, authentic learning, secondary schools, VR, immersive, virtual reality learning enviroments, training, education
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Master of Science (Computer Science)
School
School of Science
First Supervisor
David Cook
Second Supervisor
Leisa Armstrong
Abstract
This research examines the need for change in including hazardous activities in education. As different learning technologies develop, platforms that retain authentic outcomes via virtual reality are needed. The main objective of this research is to examine the inclusion of Virtual Reality Learning Environments (VRLEs) to determine their value in areas that include hazardous conditions. The research considered the ways that VR tools could be optimised to support these activities, as well as considering the challenges of VRLE implementation. The study examined whether VRLE’s allowed for authentic experiences to sufficiently drive an acceptance of VR to complement existing teaching and learning environments.
Virtual reality (VR) is becoming more affordable, and educational institutions are looking for effective ways to integrate it into the learning environment. One approach is to focus on hazardous activities in classrooms.
The research found that Virtual Reality Learning Environments can be used to provide safe, reliable, adaptable, and re-useable spaces where students are able to engage and apply skills and understandings of science-based knowledge that are described as hazardous conditions. Using secondary school Chemistry and Welding subjects, the study created VR lesson-based applications and learning environments to exemplify conditions under which students could obtain access to meaningful, authentic learning that engaged with hazardous subject matter. This study arose from the need to uncover the optimal applications of virtual reality (VR) within educational settings.
This thesis employs a literature review and experimental approaches to address these applications. To do this the author created three working Virtual Reality Learning Environments (VRLEs) which he coded from scratch. These VRLEs are a significant contribution of the thesis, showing the author’s skill as a developer of the VR and how the key learning mechanisms were achieved as part of the overall thesis contribution.
The study considers three virtual reality-based activities. The first is a pedagogically based chemistry Virtual Reality Learning Environment (VRLE) using a design-based research approach in multiple stages. The author created this VRLE and adjusted its key parameters to ensure that it would apply to the challenges of an environment providing hazard-based interactions for VR users. The VRLE is then validated by testing on students.
This is followed by a fully designed, coded, and tested technology-driven lesson in Arc Welding using a VR application based on a current educational lesson plan. The third VR trial uses a dexterity based VR program to determine base-level dexterity as a feature of VRLEs incorporating hazardous activities. All three of these VRLEs were designed, created, and written for VR applications using existing VR equipment such as Oculus. The results of these trials are compared with students who have completed similar attributes in physical learning. This study examines hazardous science and technology learning environments. It aims to increase opportunities for students to undertake structured learning that is not ordinarily available due to costs, hazards, and accessible resources.
This research demonstrates advantages of VR learning environments through comparative analysis with traditional learning approaches. By opening access to learning experiences that were previously inaccessible due to safety concerns and resource constraints, VR has the potential to revolutionise education. In conclusion, this research underscores VR's potential in education and highlights avenues for further exploration of harnessing immersive technologies for pedagogical innovation.
Recommended Citation
Spartalis, L. (2026). Development of Virtual Reality Learning Environments in science to engage secondary students in hazardous activities. Edith Cowan University. https://doi.org/10.25958/g3q0-gp71