Abstract
The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.
Highlights
Accepted: 9 July 2021Nowadays, a selection of knowledge transfer method constitutes a crucial part of education practice [1]
The results of this study showed that mobile virtual reality (VR) has surprisingly shown a gradual decrease in perceived usefulness for students, compared to other evaluated technologies
The usage of cutting-edge technology does not guarantee an improvement of a teaching process if the teaching aid is not correctly designed
Summary
A selection of knowledge transfer method constitutes a crucial part of education practice [1]. As digital evolution continues [3], it is imperative to ensure students can transfer learnt skills into practical use. Augmented and VR technologies are often integrated into games. This method provides a less stressful environment for students to learn and reduces learning anxiety [4,5]. Abad-Segura et al [6] highlighted the need to integrate digital technologies, including virtual and augmented reality, into education and research. The result of this study emphasizes the importance of using augmented reality as a tool for educational games focused on sustainability, motivation, and equal education. Sprenger et al [7] evaluated four digital learning technologies, namely electronic lectures, chat, a classroom feedback system (allowing lecturers to ask students multiplechoice questions on their electronic devices during, before, or after the lecture), and mobile
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