Basic Research on the Use of XR Technology to Support Science Education
Kodai Miyamoto1, Taketo Kamasaka2, Makoto Sakamoto3

1Kodai Miyamoto*, Faculty of Engineering, Miyazaki University, Miyazaki, Japan.
2Taketo Kamasaka, Faculty of Engineering, Miyazaki University, Miyazaki, Japan. 
3Makoto Sakamoto*, Faculty of Engineering, Miyazaki University, Miyazaki, Japan.
Manuscript received on September 07, 2021. | Revised Manuscript received on September 14, 2021. | Manuscript published on September 30, 2021. | PP: 107-110 | Volume-10 Issue-3, September 2021. | Retrieval Number: 100.1/ijrte.C64430910321 | DOI: 10.35940/ijrte.C6443.0910321
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Abstract: As a result of conducting a questionnaire about science classes to high school students in 2016, the percentage of high school students who answered “I like science” and “Science is important” is lower than other subjects. However, more than 80% of elementary and junior high school students said they like experiments and observations. In addition, the 2019 smartphone penetration rate survey found that it is popular among about 90% of students. In addition, VR technology has recently made remarkable progress. From the above, I researched the idea that creating a simulation application using VR technology using smartphones would change the way high school students think about science classes. In this paper, we have developed a simulation application for science experiments. Subjects were asked to experience the newly created app and complete a questionnaire. As a result, the average score is 4 out of 5 and it is not bad. But at the same time, a problem was found. The problem was that this app was a simulation app, so there wasn’t much user operability, so I wanted a little more operability. I want to make apps in other fields while improving the problem.
Keywords: Education, science, chemistry, physics, experiment / observation, virtual reality, simulation app.