Abstract
BackgroundEducation and learning are the most important goals of all universities. For this purpose, lecturers use various tools to grab the attention of students and improve their learning ability. Virtual reality refers to the subjective sensory experience of being immersed in a computer-mediated world, and has recently been implemented in learning environments.ObjectiveThe aim of this study was to analyze the effect of a virtual reality condition on students’ learning ability and physiological state.MethodsStudents were shown 6 sets of videos (3 videos in a two-dimensional condition and 3 videos in a three-dimensional condition), and their learning ability was analyzed based on a subsequent questionnaire. In addition, we analyzed the reaction of the brain and facial muscles of the students during both the two-dimensional and three-dimensional viewing conditions and used fractal theory to investigate their attention to the videos.ResultsThe learning ability of students was increased in the three-dimensional condition compared to that in the two-dimensional condition. In addition, analysis of physiological signals showed that students paid more attention to the three-dimensional videos.ConclusionsA virtual reality condition has a greater effect on enhancing the learning ability of students. The analytical approach of this study can be further extended to evaluate other physiological signals of subjects in a virtual reality condition.
Highlights
Virtual reality refers to the subjective sensory experience of being immersed in a computer-mediated world
We analyzed the reaction of the brain and facial muscles of the students during both the two-dimensional and three-dimensional viewing conditions and used fractal theory to investigate their attention to the videos
A virtual reality condition has a greater effect on enhancing the learning ability of students
Summary
Study Design We aimed to analyze students’ physiological state and learning ability under the three-dimensional (3D) virtual reality condition in comparison to those recorded under the traditional two-dimensional (2D) condition. The difference between the mean values of the EMG signal in the first and second stimuli (P=.43) and the fifth and sixth stimuli (P=.56) was greater than that between the third and fourth stimuli (P=.93) This indicates that the participants’ facial muscles were more engaged with the second and sixth stimuli compared to the third stimuli. 5 (page number not for citation purposes) Despite these differences among videos, there was no significant difference in the fractal dimension of the EMG signal between each pair of stimuli. This difference suggested that the 3D videos resulted in greater attention paid to the details of videos and increased the learning ability of the students
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
