Learning in virtual reality: Effects on performance, emotion and engagement

Abstract

Recent advances in virtual reality (VR) technology allow for potential learning and education applications. For this study, 99 participants were assigned to one of three learning conditions: traditional (textbook style), VR and video (a passive control). The learning materials used the same text and 3D model for all conditions. Each participant was given a knowledge test before and after learning. Participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition. Participants in the VR condition also showed better performance for 'remembering' than those in the traditional and the video conditions. Emotion self-ratings before and after the learning phase showed an increase in positive emotions and a decrease in negative emotions for the VR condition. Conversely there was a decrease in positive emotions in both the traditional and video conditions. The Web-based learning tools evaluation scale also found that participants in the VR condition reported higher engagement than those in the other conditions. Overall, VR displayed an improved learning experience when compared to traditional and video learning methods.

Research on 3D Painting in Virtual Reality to Improve Students’ Motivation of 3D Animation Learning

“…The results of this study concur with those reported by Devon [49], which indicated that VR exerted a notable effect on emotion. Participants became more active in their learning, and their negative emotions decreased.…”

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

“…Although I-VR has been shown to confer a benefit in science education, there is evidence to suggest that not all learning objectives can be learned equally well. For instance, in task devised by Allcoat and von Mühlenen (2018), the researchers found that I-VR conferred a benefit over video or textbook learning when questions required remembering, but not ones pertaining to understanding of the material. The authors suggest that unfamiliarity and the novelty of the I-VR environments could have contributed to the lack of an obvious benefit in the latter domain.…”

Cheap, accessible, and virtual experiences as tools for immersive study: a proof of concept study

“…The number of evidence-based studies about this innovation are, however, low in number. Examples where VR has led to an increase in either attainment or preparedness in students include Bellamy and Warren (2011), Webster (2015) and Allcoat and von Mühlenen (2018). Of these studies, the number of students experiencing VR are small (Webster = 25 and Allcat and von Mühlenen = 33), the same is true for this study.…”