Beyond Slideshows: Investigating the Impact of Immersive Virtual Reality on Science Learning

• In Event: Measuring the Impact of Extended Reality in Education: Challenges and Opportunities

Abstract

We investigated the effectiveness of immersive VR for science learning by comparing a VR environment with traditional learning. One group learned about cell biology with a head-mounted display solving interactive modules in VR, the other with a slideshow presenting the same materials.
This research is based on an affordances approach to the use of digital media for learning (Gibson, 1979; Makransky & Petersen, 2021; Plass et al., 2022). We are interested whether VR environments that take advantage of the spatial nature (Wilson et al., 1997), interactive affordances (Plass et al., 2022), and sense of presence experienced in immersive VR (Slater, 2003) result in increased learning and affective outcomes compared to traditional instruction. Previous research, which was not based on an affordances approach, did not find such differences, raising questions about the effectiveness of VR for science learning (Parong & Mayer, 2018).
"Does learning in immersive VR lead to higher learning outcomes and affective outcomes compared to traditional instruction?" In a quasi-experimental between-subject control group design, one group learned about cell biology with VR, the other with a slide show of the same content. Outcome measures assessed recall, comprehension, interest, motivation, and experienced emotions.
Middle school students (n = 63) aged 13 to 14 (38 female, 2 no answer) participated in the study during their regular school day and were randomly assigned to conditions. 31 participants learned with VR (VR group) and 32 reviewed slideshows (slideshow group). 49% of the sample had used VR previously. The materials consisted of units on animal cell structure (Fig. 1.1) and cell division during mitosis (Fig. 1.2) created by the authors (Looking Inside Cells, 2023). The slideshow consisted of screenshots of the VR experience with additional arrows and text descriptions. Both experiences included explanatory audio. Learning outcome measures included 18 multiple choice questions for recall and comprehension. Interest and positive emotions were measured using self-reports on a 7-point Likert scale of 5 statements about interest for the subject (e.g., “I am interested in learning more about this subject”) and 2 items for positive affect (e.g., “I felt happy during the lesson”) (Table 1.1).
An ANCOVA using student type and condition as fixed factors, interest and positive affect as covariates, and knowledge outcomes as the dependent variable revealed an effect of condition on the learning measure score after controlling for the effect of the student type, F(1, 57)=5.6, p<.05., η²p=0.09. Post hoc tests showed that the VR group (M=7.4, SD=3.4) scored significantly higher than the slideshow group (M=5.4, SD=3.2). Additionally, the covariate positive affect (η²p=0.07) and interest (η²p = 0.12) had a significant effect on the total score.
Theoretical implications are that an affordances perspective of the use of VR for learning resulted in evidence for increased learning outcomes. Practical implications include that immersive VR can be a viable tool for science learning, though more research is required.

Authors

• Jan L. Plass, New York University

• Fabian Froehlich, New York University - Shanghai

• Christopher Hovey, New York University

• Sameen Reza, New York University