Ready student one: Exploring the predictors of student learning in virtual reality

• Published in: PloS one Vol. 15; no. 3; p. e0229788
• Main Authors: Madden, J., Pandita, S., Schuldt, J. P., Kim, B., S. Won, A., Holmes, N. G.
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 25.03.2020; Public Library of Science (PLoS)
• Subjects: Biology and Life Sciences; Cognition & reasoning; Communication; Computer & video games; Computer and Information Sciences; Computer applications; Computer simulation; Education; Engineering and Technology; Evaluation; Immersive virtual reality; Instructional materials; Learning; Lunar phases; Physical Sciences; Researchers; School environment; Science education; Setting (Literature); Social Sciences; Students; Study and teaching; Teachers; Teaching; Teaching methods; Virtual reality; United States > US
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0229788

Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In a between-subjects experiment, we compared three methods of teaching Moon phases (a hands-on activity, VR, and a desktop simulation) and measured student improvement on existing learning and attitudinal measures. While a substantial majority of students preferred the VR experience, we found no significant differences in learning between conditions. However, we found differences between conditions based on gender, which was highly correlated with experience with video games. These differences may indicate certain groups have an advantage in the VR setting.