​​I. What is the topic of your action research?

Using Virtual Reality (VR) Learning Experiences to Support Real-World Connections for Students Receiving Special Education Services.

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II. What is the purpose of your study?

The purpose of this action research study is to examine how virtual reality learning experiences impact the ability of 3rd-5th grade students receiving special education services in a resource setting to describe real-world connections to academic content. This study serves as an initial investigation within a broader innovation plan designed to expand the use of virtual reality as an immersive learning tool for students receiving special education services in Grades 3-12. The findings will help inform instructional decision-making and determine how virtual reality can support meaningful, authentic learning experiences for diverse learners.

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III. What is your research question?

In what ways do virtual reality learning experiences impact the ability of 3rd-5th grade students receiving special education services in a resource setting to describe real-world connections to academic content?

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IV. What is your research design (Qualitative, Quantitative, or Mixed Methods)?

Qualitative Action Research

a. Why did you choose this design?

A qualitative action research design was selected because the study seeks to understand students' experiences, perceptions, and descriptions of learning rather than measure numerical outcomes. According to Mertler (2024), action research allows educators to investigate and improve their own instructional practices within their immediate educational setting. Because the focus of this study is on how students describe and explain connections between virtual reality experiences and academic content, qualitative methods will provide rich descriptive data that can reveal patterns, themes, and insights regarding student learning. This approach aligns with my innovation plan's goal of creating a significant learning environment through immersive digital learning experiences.

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V. What data will you collect?

The following qualitative data will be collected:

• Student reflection journals, including written responses and drawings

• Teacher observation notes and field notes collected during VR activities

• Semi-structured student interviews conducted at the conclusion of the implementation cycle

Collecting multiple sources of qualitative data will allow for triangulation and provide a deeper understanding of how students perceive and describe real-world connections after participating in virtual reality learning experiences.

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VI. What types of measurement will you use?

The following measurement instruments will be used:

• Reflection journal prompts designed to elicit student descriptions of learning and real-world connections

• Semi-structured interview protocol

• Observation checklist and field notes documenting student engagement and verbalized connections

• Thematic coding and qualitative analysis procedures to identify recurring themes and patterns across student responses

Student data will be analyzed through open coding and thematic analysis to identify common ways students describe connections between virtual reality experiences and academic content.

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VII. What is the focus of your literature review?

The literature review will focus on the following areas:

1. Virtual Reality in K-12 Education

2. Virtual Reality Applications in Special Education

3. Experiential Learning Theory (Kolb, 1984)

4. Constructivist Learning Theory

5. Transfer of Learning and Real-World Connections

6. Universal Design for Learning (UDL)

7. Student Engagement and Motivation Through Educational Technology

8. Immersive Learning Environments and Digital Learning Innovation

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The literature review will examine how immersive technologies support engagement, accessibility, knowledge transfer, and authentic learning experiences for students with disabilities. Particular attention will be given to research exploring how students apply and communicate learning gained through virtual experiences to real-world contexts.

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Reflection

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Developing this action research design outline helped me recognize the importance of narrowing a broad innovation plan into a focused and manageable study. While my overall innovation plan centers on expanding the use of virtual reality learning experiences for students receiving special education services, this assignment challenged me to identify a specific aspect of that vision that I can realistically investigate within my current educational setting. Through this process, I learned that effective action research begins with a clear and focused question that is directly connected to a problem of practice within my sphere of influence.

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One of the most valuable takeaways from this assignment was realizing that innovation and measurement must work hand in hand. It is not enough to implement new technologies and assume they are effective. As educators, we must gather evidence to determine whether our instructional decisions are positively impacting student learning. Developing my research question and identifying appropriate data collection methods encouraged me to think more intentionally about how I will measure student experiences, engagement, and learning in meaningful ways.

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This assignment also deepened my understanding of action research as a process of continuous improvement. Rather than conducting research solely to collect information, action research allows educators to examine challenges within their own classrooms, make informed instructional decisions, and refine their practices based on evidence. As I continue developing this study, I am excited to explore how virtual reality experiences can help students make meaningful connections between academic content and the world around them. Ultimately, I hope this research contributes to creating more engaging, accessible, and authentic learning opportunities for students while supporting future implementation of virtual reality across a broader range of grade levels and educational settings.

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As a special education teacher, I am deeply invested in finding innovative ways to make learning more meaningful and accessible for all students. Immersive technologies can provide experiences that may otherwise be out of reach due to learning needs, limited background knowledge, or environmental barriers. Virtual reality has the potential to transform abstract concepts into authentic learning experiences that students can see, explore, and connect to their own lives. This action research study represents an opportunity to examine how VR can serve as a bridge between academic concepts and real-world understanding. As I continue this work, I look forward to using the findings to inform my instructional decisions and support the broader implementation of virtual reality within my long-term innovation plan.

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References

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.