Perspective Electrical Circuit Simulation with Virtual Reality

Abstract

Focusing on electrical circuits as the topic for a STEM project, this research aims to develop virtual reality media for student learning. Using virtual reality media to perform STEM electrical circuit activities, data was collected and analyzed. The virtual reality media was then evaluated by five experts who used the Index of Item-Objective Congruence (IOC) to assess its effectiveness, where the IOC for each criteria was 0.8 or higher. Moreover, after evaluating it with the Diffusion of Innovation Theory (DOI), the arithmetic mean of its effectiveness on the diffusion of innovation was 4.32, with a 0.48 standard deviation. This demonstrates that the use of virtual reality media was a beneficial innovation at a high level. Afterwards, the developed virtual reality media was evaluated by a sample of 30 subjects in the areas of VR features, usability, learning experience, and VR measurement outcomes. The findings show that its arithmetic mean was 4.67 with a 0.47 standard deviation, meaning the developed virtual reality media was an effective for electrical circuit learning at the highest level. Furthermore, after evaluating its effectiveness in the area of information technology acceptance, it was found that, for these criteria, the arithmetic mean was 4.64 with a standard deviation of 0.48. This indicates that the subjects generally accepted the use of virtual reality media for use in learning STEM activities at the highest level. It can be said that the development of the virtual reality media for learning STEM activities with a focus on electrical circuits enhances the learning process of the learners who confirmed such statements at the highest level, with an increase in subject understanding of the learning activity and self-satisfaction, while at the same time reducing the prejudice learners have towards the study of electrical circuit installation.

Investigating science teachers’ intention to adopt virtual reality through the integration of diffusion of innovation theory and theory of planned behaviour: the moderating role of perceived skills readiness

“…Research has indicated that VR technology and its applications have been intensively studied in terms of the factors that contribute to its adoption and acceptance using well-known theories and models such as the Theory of Planned Behaviour (TPB), and diffusion of innovation theory (DIT). Most studies have adopted TPB (Alzahrani et al, 2017;Kennedy-Clark, 2011), and IDT (Nuanmeesri & Poomhiran, 2019;Tiwari & Damle, 2020) separately. However, there is a lack of studies that employ both theories in investigating VR adoption by science teachers.…”

A spatial augmented reality based circuit experiment and comparative study with the conventional one

“…Students learn connecting circuits by operating these models. Circuit's voltage, current, and resistance values can be displayed in headset 8 . In 3DVRLab developed by Bowen et al, user connects experimental apparatus on virtual console.…”

“…Circuit's voltage, current, and resistance values can be displayed in headset. 8 In 3DVR-Lab developed by Bowen et al, user connects experimental apparatus on virtual console. The subsystem then intelligently detects mistakes in apparatus or connections, and gives the final score.…”

“…7 Researchers also use virtual reality (VR) headsets to enhance experiments. [8][9][10] Such experimental systems improve visuo-tactile consistency. However, headsets lead to physical burdens, diverting students' attention as well.…”

“…However, visuo‐tactile inconsistency in space induced diverted attention 7 . Researchers also use virtual reality (VR) headsets to enhance experiments 8–10 . Such experimental systems improve visuo‐tactile consistency.…”