Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

Abstract

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Uso de la realidad aumentada, la realidad virtual y la inteligencia artificial en educación secundaria: una revisión sistemática

“…2019) evidenció que la permanencia de los logros de aprendizaje alcanzados fue disminuyendo en el tiempo. Como lo indican Bai (2022),y Christopoulos et al (2023), existe la necesidad de continuar investigando y perfeccionando el uso de las diferentes TD debido a su constante evolución. En este sentido, la implementación de las TD para generar un cambio significativo en el rendimiento académico, aumentar el nivel de conocimiento y disminuir la carga cognitiva, requieren de di-dácticas y pedagogías propias para este tipo de metodologías de enseñanza aprendizaje y no integrar tecnologías nuevas a estrategias tradicionales (Amores-Valencia et al, 2023).…”

Literature Review: The Application of Virtual Reality Media to Increase Student Motivation and Learning Outcomes on Digestive System Material

“…Utilizing VR technology, educators can create learning experiences tailored to students' needs and preferences, maximizing their understanding and interest in the subject matter (Christopolous and Nikolaos, 2023). This relates to research (Maloy et al, 2019), which suggests that actively engaged students can succeed in overcoming lesson challenges, which can help increase students' cognitive motivation.…”

PhyLab – a virtual reality laboratory for experiments in physics: a pilot study on intervention effectiveness and gender differences

“…Studies integrating VR with GBL found significant improvement in students’ learning motivation, positive learning experiences ( Christopoulos et al, 2023 ) and learning outcomes, such as learners’ ability in recall processes, as well as enhancement of their cognitive thinking and problem-solving abilities (Shi et al, 2019). Previous studies have shown clear advantages of VR across different STEM fields in terms of students’ positive attitudes, engagement, and performance (for a review see Pellas et al, 2020 ).…”