Enhancing Intrinsic Motivation of Librarian Students using Virtual Reality for Education in the Context of Culture Heritage Museums

Abstract

In this study the effects of intrinsic motivation and learning competency of virtual realitybased learning is compared to traditional text-based learning. In the study 28 students were involved from the second and third years of the library and information science faculty. The application of the fully immersive virtual 3D environment of Wieng Yong House was developed to support the virtual realitybased learning in the context of museums for culture heritage. To verify the hypothesis, the control group (traditional text-based learning), consisted of 14 students, used the course module of metadata for culture heritage in the museum whereas the experimental group (control group), consisted of 14 students, was provided virtual reality-based learning in the virtual museum. The tools of measurement were the pre-test/post-test quiz for learning competency and Intrinsic Motivation Inventory (IMI) with interview. The statistical model of paired sampled t-test assumptions was chosen for the statistical investigation for the hypothesis. The results suggest that constructing a virtual reality for learning in the context of a museum for cultural heritage might be a good way to enhance intrinsic motivation but cannot sufficiently and significantly improve the student's learning competency.

Through Virtual Field Trip Technology Intervention, Can Museums Be a Source of Historical Learning?

“…The N-gain number demonstrates that students' historical knowledge grew by 46% in the medium category after utilizing a museum that uses Virtual Field Trip technology as a history learning resource. The results of this study are consistent with those of other studies [6,15]- [18] that show how much simpler it is for students and teachers to learn historical events thanks to the accessibility of virtual museums. According to Yilmaz et al [19], virtual museums can be a useful learning tool for enhancing students' understanding of historical processes.…”

Comparing the Impact of Non-Gamified and Gamified Virtual Reality in Digital Twin Virtual Museum Environments: A Case Study of Wieng Yong House Museum, Thailand

“…The analysis of pre-test and post-test results for knowledge acquisition showed significant improvements in both the non-gamified and gamified VR groups, as detailed in Table 5 and Figure 8; however, the gamified VR group did not show a significantly greater improvement in knowledge acquisition than the non-gamified VR group, contrary to expectations given the higher post-test scores observed. While direct comparisons in museum settings are scarce, related research in educational and training contexts suggests that gamification can improve learning outcomes compared to virtual reality alone [73][74][75]. Additionally, many studies have reported better knowledge retention with gamification [76][77][78], which could indicate the potential benefits of applying gamification in virtual reality within museum contexts.…”

Q-Herilearn: Assessing heritage learning in digital environments. A mixed approach with factor and IRT models

“…Among the studies specifically dedicated to the evaluation of heritage learning in digital environments, some are concerned with gauging the effects of intrinsic motivation and competence obtained by means of virtual-reality-based learning, which are compared with traditional text-based learning [21]; it has also become possible to evaluate the potential of portals and other synchronous learning platforms to promote empathy among diverse cultural populations, considering that standard heritage spaces (for example, museums) should adopt synchronous learning to develop a more participatory and dynamic educational model [22]. Along this line, which seeks to combine face-to-face and virtual experience, the cognitive, emotional and social dimensions involved in the learning process have likewise become the object of analysis [23], and so have the processes linked to the transmission of heritage values on social media [24].…”