Effects of virtual reality support compared to video support in a high‐school world geography class

Abstract

Virtual reality (VR) is a new computational paradigm that redefines the interface between human and computer. VR may result in a significant improvement over traditional instruction because it is not only an interactive multimedia tool but also a learning environment that is extremely close to reality. Yet there have been few empirical studies on the use of VR compared to that of other computerized or non‐computerized educational tools. Examines VR both in different scenarios and for different applications in learning and teaching. The evaluation plan reported here addresses one aspect of such an assessment specifically ± the effect of VR support compared to that of video support in tenth graders’ learning of world geography. One world geography course (N = 36) selected for this experiment was composed of five units. A rotation treatment was used, each group using VR for two units and videos for two units; in addition, one unit was optional for every student. Three procedures were used for data collection and analysis: to determine the effect of VR support, competency tests were administered; to determine student attitudinal responses toward VR, students were required to complete a survey and be interviewed; and to determine the tendency of returning to VR, students were given the option of attending the VR lab. This investigation was limited in several respects (e.g. data from a sample of students in a single class may not be representative of the population).