Implementing Virtual Reality Application for Physic

Subject in Malaysian Public School

Penggunakan Aplikasi Virtual Realiti Untuk Subjek Fizik di Sekolah Menengah Kebangsaan
di Malaysia

Haryati binti Mahmod

Faculty of Art & Design
Universiti Teknologi Mara (UiTM)
Shah Alam, Malaysia
haryatimahmod@gmail.com

Abstract— Although interactive teaching and learning
methods have been successfully engaged in Malaysia education
system for decades, they are rarely implemented in for most
school in Malaysia. This paper proposes an evaluation plan to
explore the prospect of a new learning application which
implements virtual reality (VR) technology for teaching and
learning based on the Malaysian secondary school science subject
syllabus. VR, in which 3-D virtual objects are integrated into a 3-
D real environment in real time, is hoped to help counter the
declining interest on science subjects in Malaysian public schools.
VR is believed to be able to help reduce the language barrier,
thus ease the current transition in the medium of instruction
from the national language (Bahasa Malaysia) to English as
required by the Educational Ministry of Malaysia. Physics has
been found to be the less favorable subject among other science
subject. The action research project follows a systematic process
of inquiry commonly used by professional educators looking to
improve the quality of their own practices. The researcher
suggests implementing virtual reality as interactive learning
process in classroom as teaching aid to help expand engagement
between student and the Physic subject.
Keywords— Virtual Reality, Interactive Learning, Physic
I. INTRODUCTION
As a former British colony, Malaysia also adopted the
British education system. The school system is divided into
two major parts, namely basic education (sekolah rendah) for
six years beginning at the age of seven and ended with a public
national examination in year 6 (known as UPSR - Ujian
Pencapaian Sekolah Rendah). Secondary education consists of
three years lower secondary school followed by another public
exam (called PT3) and continues with another two years of
upper secondary school (form 5), with a final public exam for
this compulsory education (known as SPM, or Sijil Pelajaran
Malaysia). This is none other than the O-level (ordinary level)
in the English system. Malaysia has showed very good
development in education, as well as become a top destination
for international students. However, Malaysia may soon
experience a serious human capital shortage in the science field
if the number of students enrolled in STEM (Science,
Technology, Engineering and Mathematics) courses does not
meet up its annual expected standards, which is at 270,000 per
year or 60% of the national annual cohort favoring STEM
subjects. Aminah Ayob as reported in New Straits Times had
state that, ‘the relevant authority should also leverage a virtual
learning platform to enable a non-classroom learning
approach’.
Virtual Reality (VR), in which 3D virtual objects are
integrated into 3D real environment in real time, is hoped to
counter the declining interest on science subjects in Malaysian
public schools. VR is believed to be able to help reduce the
language barrier, thus ease the current transition in the medium
of instruction from the national languages (Bahasa Malaysia) to
English as required by the Educational Ministry of Malaysia
(and from which the decline is attributed to). According to
Reeves (1998), “multimedia can stimulate more than one sense
at a time, and in doing so, may be more attention-getting and
attention-holding” which would enliven student learning.
Technology in education is constantly evolving- making
learning more attractive for students. And Virtual Reality (VR)
is one important component in it. VR is nothing but an
advanced step of computer-based training (CBT) or computer-
assisted instruction (CAI). Rapid evolution of computers in
education and the eagerness for more has given rise to virtual
reality in education. The end result is students can gain go into
depth of a subject, gaining better understanding of it.
II. RESEARCH BACKGROUND
A. Declining Interest for Science Subject
In 1962, a committee to study the direction of development
of human resources has been established (Bahagian
Perancangan dan Penyelidikan Dasar Pendidikan (BPPDP),
1989a). "The Committee of Higher Education Plan", in 1967, it
has been reported that 4% of the students will continue their
studies to tertiary level. To ensure that the country has human
resources in science and technology, 60% of students must take
science. Since then, science ratio were applied 60 percent to 40
percent literature has been practiced in the country's education
system today where the National Education Association, it is
stated that secondary schools must achieve a ratio of the
(Ministry of Education (MOE), 2004b).

B. The Potential of Virtual Reality as Interactive Learning

The use of ICT in the present study is in line with the
characteristics of today’s students. Recent trends in learning
shows where students are living, learning and working in a
digital related environment and students’ learning styles are
stimulated by daily exposure to technology. Heinich, Molenda,
Russell and Smaldino (2002) provides further proof that to
ensure that student-centered learning remains at the heart of a
technology-driven education, active participation and
interaction which are important elements in an effective Figure 2: Upper Secondary School Student Percentage on Choosing Science
Field (1981-2010). Source: Malaysia Education Statistic (KPM, 2000 to 2010)
learning process is very much needed.

III. PROBLEM STATEMENT C. Decreased performance on science and mathematic for

high school students
A. The decline interest on science subjects
The achievements of science and mathematics secondary
Malaysia now facing the insufficient and uncompetitive
school students also showed decreases. Based on the reports of
STEM talent for human capital needs due to the decline interest
the Trends in International Mathematics and Science Study
on science subject. “Akademi Sains Malaysia’s Science and
(TIMSS) in 1999, 2003 and 2007, the score of science and
Technology Human Capital Report and Science Outlook
mathematics students aged 14 years showed downwards (see
estimated that the country would need at least 270,000 science
table 1).
students sitting the Sijil Pelajaran Malaysia examination
annually, but they numbered only about 90,000 now’ – New
Straits Times, June 13th, 2016.
Science Mathematic
Rank / Score Rank / Score
No. Of No. Of
Country Country
Participate Participate
TIMMS TIMMS
1999 22/38 492 16/38 519
2003 20/50 510 10/50 508
2007 21/60 471 20/60 474
Table 1: TIMSS Malaysia Score on 1999,2003 and 2007

IV. AIMS OF STUDY

The aim of this study is to introduce VR application as
Figure 1: Report by Science and Technology Human Capital Report and
Science Outlook 2015 by Academy Science Malaysia
teaching aid to improve Malaysian students’ positive attitudes
toward learning science mainly in Physic. This study also aims
to initiate VR application in order to attract students to learn
science, help them understand and retain the information learnt.
B. Unreachable target for science field
This study attempts to tackle the issue of declining interest and
Malaysia has targeted 60 percent for science field while 40 performance of science students for higher secondary school
percent for non-science. However, so far, the success achieved students.
is far from the target. Figure 2 is a graph that shows a
percentage of students choosing science field since 1981 to
2010. The graph showed decreases percentage from 1981 until
1996 and increased from 1997 to 2010. Even the graph showed
improvement but still, the percentage still did not achieving the
target for science field.
 V. OBJECTIVES
• To investigate the factor of declining interest and
students performance for science course for higher
secondary level in Malaysian public schools.
• To identify the used of Information and Communication
Technology (ICT) development towards interactive
learning in education to increase the students’ interest in
learning science.
• To explore with both students and teachers the ways
that the VR application developed help to enhance the
process of learning science.
VI. RESEARCH QUESTIONS
• What is the factor of declining interest and student’s
performance for science course for higher secondary
level in Malaysian public schools?
• What is the potential of Information and
Communication Technology (ICT) development in
order to improve the teaching of science subjects and
enthuse students’ interest in science since the youth of
today?
• How to engage teachers and student learning process in
enhancing the process of learning science?
VII. SIGNIFICANT OF RESEARCH
The rapid growth in the Malaysian economy has led to
increase in demand for skilled and semi-labor force. Malaysia
is shifting towards information and technology (IT) based
society. As mentioned in the Seventh Malaysia Plan, Malaysia
needs to increase more science and technical manpower.
However, a continuous research required in this area, as the
performance of students in these subjects not only affects the
education system but the future of the country. As for the
society benefits, this study is hope to create interest in science
thus gaining more STEM students that venture into science
field and produce more skilled and semi-labor for the future.
This study also beneficial for academic areas, whereas the
study also focuses on to boost the interest towards the science
subjects, increases performance and help on effective
engagement in classroom. Virtual education for science subject
is good for learning in classroom and makes the learning more
productive. It also makes the learning and practicing more
efficient and experiences the interaction between real training
and virtual environment.
VIII. LITERATURE REVIEW
The Literature Review covers development of tools/method
in education (from printing to digital textbook), Interactive
Learning and the used of Virtual Reality in education.
A. Declining Interest of Malaysian Students Taking Science
Subjects
The Malaysia Education Blueprint 2013-2025 reveals that
the policy target has never been met due to various factors. The
blueprint reports that in 2011, only 45% of students who
graduated were from the science stream, including technical
and vocational programs. Also, ‘the percentage of secondary
school students who met the requirement to study science after
PMR but chose not to do so increased to approximately 15%’
(The Star Online, 2013). While, only 21% of chose in upper
secondary chose to study science subject in 2014 (The Star
Online, 2015). Based on Strategy Report 60:40 (2013), student
participation trends percent PMR eligible but did not join the
flow of scientific and technical growing since 2007 until 2011.
In 2007, only 3.48 per cent recorded in the year but increased
drastically in 2011 percent to 13.12 percent.
B. Decreased Performance for Science Subjects
The percentage of city school students who participated in
Physics, Chemistry, Biology and Additional Mathematics is
always much higher than the rural areas. The result of
examination of science and mathematics in the PMR and SPM
showed that the average percentage of urban school students is
much better than rural area students. The percentage of
students get A (PMR) or A1-A2 (SPM) can be seen as Table 3.
Comparing the results of SPM for Science, Mathematics,
Physics, Chemistry, Biology and Additional Mathematics
showed that the percentage of rural students who obtained
grade A1 and A2 never exceeds the performance of school
students. Achievement of students in rural schools in
mathematics and science PMR is low, causing the number of
those eligible to participate in elective science is not enough for
schools to open classes Pure Science.
Meanwhile, a study in 2007 showed an average score of
Malaysian students in mathematics and science declined
significantly. Math score of 474 points on 2007 compared to
508 points in 2003 and 519 for 1999, a drop of 34 points.
Science scores also fell to 471 points in 2007 from 510 in 2003
and 492 for 1999. This cohort noted a decline of 40 points
between 2007 and 2003. Education Director General, Tan Sri
Dr Khair Mohamad Yusof announced that, Malaysia had
scored 471 in science for TIMSS 2015. He said that there is an
upward trend of improvement for mathematic and science
subject, compare to the country’s lowest score ever, at 440 for
Mathematic and 426 for science under TIMSS 2011. He also
added that, “the best score for Malaysia in science was in 2003,
with score of 510, surpassing the TIMSS center point scale of
500 points, but it declined to 471 under TIMSS 2007” (New
Straits Times, 2016).
C. The Used of Textbooks in Education
As state by Ramli (2013) Malaysia’s textbook is the one of
three most important teaching aid for teachers, together with
the description of the curriculum and syllabus, however
teachers do not have any power in the selection of a textbook
because textbooks are consistent throughout Malaysia.
Hummel (1988) also agrees that textbook is an instrument
perfectly adaptable to every individual’s own rhythm.
 However, Hamedi (2015) studies on digital textbook find
that digital textbooks have the ability to provide interactive
features and feedback provide many possibilities in learning. It
is believed that the provision of interactive functions and
manipulative in multimedia will enhance students’ problem-
solving skills by way of encourage the promotion of their self
efficacy and reduce the cognitive load involved in the problem
solving process.
D. ICT Implementation in Education
Since the earliest days of teaching machines, behavioral
learning theory has had a pervasive influence on the design of
interactive learning systems. Reeves, (2003) confirm that
deflating behavioral psychology has become fashionable, but
behaviorism continues to be underlying psychology for many
forms of interactive learning. It is challenging for educators to
effectively engage students and to ensure meaningful
participation in the classroom. The Ministry of Education sees
ICT as a tool to revolutionize learning, to produce richer
curricula, to enhance pedagogies, to lead to more effective
organizational structures in schools, to produce stronger links
between schools and society to empower learners (Ainnecia
Yoag, Chin Su Na, Leau Yu Beng, Minah Japang, 2012).
Meanwhile Lachica stated, in classroom communication, ICTs
are utilized to improve the way students learn and the way
teachers’ teach.
E. The Potential of Virtual Reality As An Educational Tool
Or Teaching Material
Virtual Reality (VR), has been actively use by several
countries in helping training and also education. The study of
using VR in teaching and learning animal cels by Said and
Umar (2007) on the other hand found that using the computer
generated 3D imagery can help to increase students’ interest
and motivation in learning the topic. Using the Virtual Reality
Modeling Language (VRML) produces the visualization
software able to make Virtual Reality application in every
aspect and fields that involved training and education.
This cutting-edge technology allows students to step into a
real-life experience and learn, via an interactive 3D
environment. One of the major advantages of virtual reality is
its ability to grab the attention of students. Virtual reality as an
education tool has been intriguing to students.
IX. RESEARCH METHODOLOGY
This study, conducted by using Action Research Design
which combining qualitative and quantitative data collection.
Research is a process of steps used to collect and analyze
information to increase our understanding of a topic or issue.
A. Qualitative Method
Generally, the interview means a structured interview. Pre-
test interviews conducted in this process. The methods used by
researchers to get more details and opinions of the
interviewees. Four people that being interviewed in this phase
are people from education and Virtual Reality application. The
interviewee is an expert in the field of new media,
academicians and secondary teachers. Researcher have chosen
teachers that teaching science and physic subject and
academicians to obtain their insights on the issues of interest
for students taking science stream field and also the
implementation of interactive learning especially the Virtual
Reality application as a teaching aid.
B. Quantitative Method
• Pilot Test Survey
The purpose of the pilot test is to ensure that
materials can administer without variability to the
experimental group (Creswell, 2003). At this
level, pilot survey consisted of questions to
identify the factors of lack of interest among
secondary school students to take science stream
for higher secondary level. 100 respondents from
Malaysian public school students that took
science stream during their higher secondary level
are respond through this survey online. During
the Pilot Test, respondents have feedback at 54%
that Physic was the hardest subject rather than
Chemistry and Biology. Also, feedback showed
that 43% of respondent was being selected
without their consent but just follow the schools
choices, 29% has neutral expectation on school
arrangement but only 28% that always interested
to join science class.
• Post Test Survey
This phase is conducted to see the outcome
measurement of participants during the
descriptive process of the VR Physic. 17 students
including the 4 experts from the pre-test interview
are responding to this VR application.
Respondent gives every good feedback by rate it
at excellent (94.1%) and good scale (5.9%) only.
X. VIRTUAL REALITY APPLICATION RESULT
Testing is the process used to help identify the
effectiveness, functionality and quality of developed systems
or application. This process is to ensure that the system will
achieve on the user specifications. It includes testing from
physical layout, contents, interface design, functionality, and
solid proof of the success of the VR Physic project. From the
pre-test interview with academician, multimedia expert and
teacher for science subject, it shows a positive acceptance of
Virtual Reality to be implemented in education.
An additional information has been add to the VR Physic
application before run the post-test to higher secondary
science students, the multimedia experts, and academicians.
This post-test result showed a good acceptance of the
implementation of Virtual Reality in education. 94% of the
respondents rate the VR Physic Application as success while
6% of the respondents give as neutral, while no one (0%) rate
it as not good. Meanwhile, students also showed the
excitement to adapt Virtual Reality as teaching aids in
classroom.
Figure 3: Icon of Virtual Reality (VR) Physic
Figure 4: Splash of Virtual (VR) Physic
Figure 5: Virtual Reality Application Interfaces
Figure 6: Adding Images in VR Application After Pre Test Interviews
XI. CONCLUSION
This study conducted a two-pronged investigation of the
used of interactive learning towards science subject and also
the Virtual Reality (VR) application that aids teaching and
learning mechanics. The findings of this study support the idea
that new learning designs can be effectively grounded in
virtual experiences. These interactive environments also afford
the opportunity to experience science phenomena from new
perspectives that change the affective and motivational
disposition of the learner. Result of this research paves the
way for further studies on the potential of semi immersive and
embodied representations in new domain, and how to design
them for the maximum educational impact.
XII. RECOMMENDATION
There are several recommendations the researcher would
like to propose for the study of applying interactive learning
through virtual reality for science students. Through
education, researcher hoping that students have chances to
expose and experience learning effectively through current
trend of technology. As state by Amin, ‘ICT provides
opportunities to access an abundance of information using
multiple information resources and viewing information from
multiple perspectives, thus fostering the authenticity of
learning environments’ (Amin). However there are many
external barriers need to be addressed to obtain more
assurance of success. One of the barriers is the acceptance of
technology for teachers in education system. As stated by
Huah, ‘teachers play a vital role to ensure that they allow for
the paradigm shift of the teaching innovation rather just
accommodating the innovation’ (Huah, 2007).
Meanwhile for the virtual reality application, researcher
hoping to develop more immersive and applying simulation
interactive towards the application. Future researchers should
propose a most transformation to help and solve this problem.
Details of the analysis in this case study would benefit to
future researchers in filing the gap or the issues with the same
root cause.
ACKNOWLEDGMENT
First of all, thank God all praise to Allah (s.w.t) for
awarding me with opportunity, health, patience, strength, and
determination to complete this dissertation. I would like to
thank my supervisor Prof. Dr. Sharkawi Che Din, Faculty of
Art & Design for his guidance and showed me the right way to
complete this research. Prof. Dr. Sharkawi Che Din
consistently assists me in terms of my writing, my struggles
and boasted me to aim higher. Without his help, this paper may
not achieve a perfect finish. Also my appreciation goes to
University Teknologi Mara (UiTM) for the opportunity to
study and able to go beyond what I have been dream of.
Besides, I also want to thank you for the lecturers Prof. Dr.
Ghazali Daimin, Dr. Ruslan Abdul Rahim, Dr. Zainuddin
Ibrahim, Dr Shariman Zainal Abidin, Dr. Siti Farhana Zakaria
and Prof Dr Muliyadi Mahamood that had taught me from the
first semester until finish this dissertation.
I would also like to thank my parents, Haji Jaapar bin Haji
Hasim and Hajah Latipah binti Dol, both of you had support
my research financially and emotionally which means a lot to
me. Also to the experts who were involved in the validation
survey for this research project, friends, students and siblings
who have contributed in helping me along the way to complete
my Master, and without their participation and input, the
validation survey could not have been successfully conducted.
Ultimately, a very big thank you to my study partner,
Muhamad Hanis Aiman bin Syed Mohd Muntazar. I am truly
grateful for your support, help and the information we shared
for the past 3 years. To Muhammad Arif bin Muhammad
Azman, thank you for helping me with this thesis and all the
hard work. Last but not least, my sincere gratefulness dedicated
to my beloved students for their support and encouragement
throughout the years in the process of researching and writing
this dissertation. Alhamdulillah.
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