Effectiveness of Computer-Generated Virtual Reality (VR) in Learning and Teaching Environments with Spatial Frameworks

Parviz Safadel,David White

doi:10.3390/app10165438

Abstract

In this paper, we highlight the benefits of using computer-generated VR in teaching instructional content that have spatial frameworks such as in science, technology, engineering, and mathematics (STEM) courses. Spatial ability scores were collected from a sample (N = 62) of undergraduate and graduate students. Students were required to complete an instructional tutorial in VR and computer desktop screening on DNA molecules, which included necessary information about DNA and nucleotide molecules. Students also completed a comprehensive test about the spatial structure of DNA and a feedback questionnaire. Results from the questionnaire showed media use and satisfaction to be significantly related. The results also showed a significant interaction between spatial ability levels (low, medium, and high) and media used on students’ spatial understanding of the DNA molecules. It may be concluded that VR visualization had a positive compensating impact on students with low spatial ability.

Highlights

Research shows that people differ in their visual mental imagery, for example, image generation and rotation [1,2,3]
Spatial ability is “characterized as an individual difference attribute with particular relevance for learning the advanced scientific-technical material needed for developing outstanding STEM contributors, those individuals capable of moving engineering and physical science disciplines forward” [6] (p. 817)
The interaction between self-efficacy and spatial ability in environments that have spatial frameworks such as STEM has been investigated by many researchers [12,42]

Summary

Introduction

Research shows that people differ in their visual mental imagery, for example, image generation and rotation [1,2,3]. For instance, people need to mentally rotate a figure to see and describe the object [4]. Wai et al [6] and Stieff and Uttal [7] indicated that spatial ability plays an essential role in building up knowledgeable people in the STEM disciplines and helps to recognize students with the potential for STEM careers as well. Spatial ability is “characterized as an individual difference attribute with particular relevance for learning the advanced scientific-technical material needed for developing outstanding STEM contributors, those individuals capable of moving engineering and physical science disciplines forward” [6] Inability in mental visualization may have negative effects on students’ self-efficacy to learn and perform in disciplines that rely on spatial skills [12]

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Methods

Results

Discussion

Conclusion