Investigation of virtual & augmented reality classroom learning environments in university STEM education

This study investigates the use of virtual and augmented reality (VAR) in higher education on students' self-efficacy in science and engineering, and academic performance. An innovative VAR classroom is set up as an immersive and interactive learning environment at Nanyang Technological Univers...

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Bibliographic Details
Published inInteractive learning environments Vol. 32; no. 6; pp. 2617 - 2632
Main Authors Lee, T., Wen, Y., Chan, M. Y., Azam, A. B., Looi, C. K., Taib, S., Ooi, C. H., Huang, L. H., Xie, Y., Cai, Y.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.07.2024
Taylor & Francis Ltd
Subjects
Academic achievement
Augmented reality
Classrooms
Colleges & universities
Computer Simulation
Data analysis
Educational Environment
Effectiveness
Engineering education
Instructional Effectiveness
Learning
Mathematics education
Qualitative analysis
School environment
Science education
Self Efficacy
STEM education
Students
Technical education
Technology education
technology enhanced learning
Undergraduate Students
Undergraduate study
Virtual environments
Virtual reality
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Summary:This study investigates the use of virtual and augmented reality (VAR) in higher education on students' self-efficacy in science and engineering, and academic performance. An innovative VAR classroom is set up as an immersive and interactive learning environment at Nanyang Technological University for curriculum-based learning. This classroom is equipped with 6 individual VR displays and headsets, where high-end computers are connected to each display providing the computational power required for VAR technology. 46 undergraduate engineering students experience the VAR lessons over the course of 5 weeks. The self-efficacy and academic performance of the students are measured for quantitative analysis with surveys and regular (pre-/post-) tests as they participated in the lessons. Post-lesson focus-group discussions and interviews are conducted for qualitative analysis. The data analysis shows a significant increase in students' self-efficacy levels and academic performance after 5 weeks of VAR lessons. It is found that the collaborative, interactive and immersive nature of the VAR learning environment enriches students' learning experiences and thus contributes to their learning effectiveness. The study provides insights into how the VAR learning environment affects undergraduate students' learning, and how the VAR system can be deployed for effective STEM education
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2022.2155838