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Using Virtual Reality in Electrostatics Instruction: The Impact of Training

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Title: Using Virtual Reality in Electrostatics Instruction: The Impact of Training
Language: English
Authors: Porter, C. D., Smith, J. R. H. (ORCID 0000-0002-5978-6840), Stagar, E. M., Simmons, A. (ORCID 0000-0001-9612-235X), Nieberding, M., Orban, C. M. (ORCID 0000-0003-1200-4538), Brown, J. (ORCID 0000-0002-4859-9118), Ayers, A.
Source: Physical Review Physics Education Research. Jul-Dec 2020 16(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Physics, Science Instruction, Video Games, Computer Simulation, Teaching Methods, Energy, Learning Processes, Instructional Effectiveness, Comparative Analysis, Correlation, Scores, Science Tests, Undergraduate Students, Introductory Courses, Calculus, Telecommunications, Handheld Devices, Computer Software
DOI: 10.1103/PhysRevPhysEducRes.16.020119
ISSN: 2469-9896
Abstract: Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. [A controlled study of stereoscopic virtual reality in freshman electrostatics, "Proceedings of the 2017 Physics Education Research Conference, Cincinnati, OH," PER Conference series (2017), pp. 376-379], found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267919
Database: ERIC
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  Data: Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. [A controlled study of stereoscopic virtual reality in freshman electrostatics, "Proceedings of the 2017 Physics Education Research Conference, Cincinnati, OH," PER Conference series (2017), pp. 376-379], found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.
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