Using Virtual Reality in Electrostatics Instruction: The Impact of Training

Autor/inn/en	Porter, C. D.; Smith, J. R. H.; Stagar, E. M.; Simmons, A.; Nieberding, M.; Orban, C. M.; Brown, J.; Ayers, A.
Titel	Using Virtual Reality in Electrostatics Instruction: The Impact of Training
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020119 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, J. R. H.) ORCID (Simmons, A.) ORCID (Orban, C. M.) ORCID (Brown, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Video Games; Computer Simulation; Teaching Methods; Energy; Learning Processes; Instructional Effectiveness; Comparative Analysis; Correlation; Scores; Science Tests; Undergraduate Students; Introductory Courses; Calculus; Telecommunications; Handheld Devices; Computer Software + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Video game; Videospiel; Videospiele; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Energie; Learning process; Lernprozess; Unterrichtserfolg; Korrelation; Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Telekommunikationstechnik
Abstract	Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. [A controlled study of stereoscopic virtual reality in freshman electrostatics, "Proceedings of the 2017 Physics Education Research Conference, Cincinnati, OH," PER Conference series (2017), pp. 376-379], found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01