Exploring Sex Differences in Virtual Reality STEM Learning and the Role of Vibrotactile Feedback (Poster 18)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: STEM and Digital Tools in Education

Abstract

Recognizing the importance of sex differences for learning, in VR in particular, we investigated the perception of vibrotactile feedback in relation to learning outcomes in a VR simulation about cell biology. Our findings revealed that female participants reported higher negative affect and underestimated their posttest performance compared to male participants. This suggests that female learners may experience VR environments differently, potentially due to factors such as cybersickness, spatial reasoning, and previous exposure to gaming or VR technology. The study highlighted the need for further research into individual differences in VR learning experiences. We discuss the implications of our findings for the sex-sensitive design of VR for learning, emphasizing the importance of creating educational tools that account for individual differences.

Authors

• Fabian Froehlich, New York University - Shanghai

• Jan L. Plass, New York University

• Bruce D. Homer, Graduate Center - CUNY