Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Mathematics and Systems Engineering

First Advisor

Thomas Marcinkowski

Second Advisor

Nezamoddin Nezamoddini-Kachouie

Third Advisor

Khaled Ali Slhoub

Fourth Advisor

M. Toufiq Reza

Abstract

Visually impaired students have faced challenges in the field of education, particularly in science education. Not surprisingly, the unemployment rate for working-age visually impaired people has been above 70%. This persists despite federal laws to support the education and employment of visually impaired people,

Virtual Reality (VR) technology has evolved for several decades. Its use has proliferated in areas that include education. Today, VR science lab simulations are presented as a cost-effective alternative to traditional science labs. Research shows these to be viable substitutes to traditional science labs without a significant drop in learning outcomes. However, this researcher was unable to locate any studies investigating how VR science labs could be improved for use by low-vision students.

This study employed a qualitative approach to investigate how three VR science labs could be improved for low-vision students in Grades 6 – 12. It consisted of two phases (2021 and 2024), each with three stages: an initial survey, on-site engagement in three desktop VR science labs, and a follow-up survey/interview. Data collection focused on participants’ prior experiences and challenges with learning science, using assistive technology, and engagement with these VR science labs.

Findings indicate most participants had prior experience with low and/or high immersion VR technology, and with assistive technology, but faced challenges studying science in and out of school. Data revealed that all participants enjoyed the simulations, but did face several challenges pertaining to reading, perception, navigation, and carrying out tasks. Implications and recommendations for theory, research, and practice were provided.

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