Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

Diego Vergara,Manuel Pablo Rubio,Lílian P Dávila,Jamil Extremera

doi:10.3390/app9214625

Abstract

The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, but such a motivation by itself alone does not guarantee the long-term retention of knowledge. To identify the necessary characteristics of a VRLE to achieve an appropriate level of meaningful learning, this paper compares a set of VRLEs created in previous years with a group of recently developed VRLEs, after being used by engineering students. A description of the design process of the both VRLEs groups is included in this paper. Most significantly, analysis of the response of a total of 103 students in a specific survey reveals how a step-by-step protocol system helped improve students' knowledge and retention after one year of using a VRLE. Thus, this study not only demonstrates the importance of using modern development engines when creating or updating a VRLE to achieve student motivation, but also justifies in many cases the use of a step-by-step protocol as a method to improve the long-term retention of knowledge.

Highlights

There is a growing trend to use virtual reality learning environments (VRLEs) in education to enhance the student learning process and course learning outcomes [1]
Virtual reality learning environments are powerful and useful tools in the educational field as they can solve some of the typical problems that occur during practical classes in real laboratories, e.g., some students fail to see all details when a test or experiment is carried out, other students cannot listen the technical explanation when the test is carried out, etc
A proposed design to improve the level of meaningful learning in a VRLE was presented in this paper

Summary

Introduction

There is a growing trend to use virtual reality learning environments (VRLEs) in education to enhance the student learning process and course learning outcomes [1]. This fact is reflected in the instruction of materials science and engineering (MSE) in higher education [2,3]. Other key aspects related to MSE have been investigated in a VRLE (e.g., crystal lattices [11,12], phase diagrams [13,14], nanomaterials [15,16], and materials manufacturing processes [17]). The most important of these benefits are related to the fact that

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Discussion

Conclusion