The shift to online education and the closure of physical learning institutions showed critical challenges for youth learners that rely heavily on hands-on practical experience. Analysing youth perceptions of using virtual reality (VR) technology in learning science subjects is reflected as the starting point towards a more effective and engaging learning environment. Previous research highlighted that the latest technology, such as smartphones, wearable technology, augmented reality (AR) technology, and virtual reality (VR) technology, can help close the gap in learning practical subjects via online platforms. Due to this, this study found a research gap in improving the usage of VR technology in science learning. This study aims to identify the youth learners' perceptions of using VR technology to support the teaching and learning process, specifically in hands-on practical subjects like science. This study adopted the case study methodology approach with quantitative analysis. The instruments used in this study include the SUS questionnaire and SUS scoring analysis. A total of 65 youth learners were involved in this study. The result of the SUS score resulting in a total of 75.04, which can be concluded as the acceptable range, achieves a grade of C on the grade scale, and has an adjective rating of "good." This reflected that the suggested VR application for learning science had demonstrated positive results regarding system usability for its effectiveness, efficiency, and satisfaction for respondents when learning science subjects. In the future, this study will target implementing the proposed model on another science topic.
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