Ready Student One: Exploring the predictors of student learning in virtual reality

TL;DR

This study compares VR, desktop simulation, and hands-on methods for teaching Moon phases, finding no significant learning differences but noting gender-based preferences and advantages linked to video game experience.

Contribution

It provides empirical evidence on the effectiveness of VR in education and highlights the influence of gender and prior gaming experience on learning outcomes.

Findings

Majority preferred VR experience

No significant difference in learning outcomes

Gender and gaming experience influenced VR effectiveness

Abstract

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.