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

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 gradua...

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Bibliographic Details
Published inApplied sciences Vol. 10; no. 16; p. 5438
Main Authors Safadel, Parviz, White, David
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2020
Subjects
3-D graphics
Computer applications
Computer graphics
Deoxyribonucleic acid
DNA
DNA structure
Instructional design
Learning
Nucleotides
Questionnaires
Researchers
spatial ability
STEM
STEM education
Students
Studies
Success
Usability
Virtual reality
Visualization
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Summary: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.
ISSN:2076-3417
2076-3417
DOI:10.3390/app10165438