Is this project an undergraduate, graduate, or faculty project?
Faculty
Project Type
individual
Campus
Daytona Beach
Authors' Class Standing
Assistant Professor
Lead Presenter's Name
Erik Seedhouse
Faculty Mentor Name
Erik Seedhouse
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Abstract
Virtual Reality (VR) has become an increasingly effective and powerful medium for learning, especially when applied to subjects that involve acquiring situational awareness/navigation. Research has shown an encouraging array of positive learning outcomes in applying VR technology to support and improve learning. Findings include observing positive effects on learning of spatial awareness acquisition and navigation. Apart from these observations, research has demonstrated that learners enjoy their VR educational experience.This study utilized a VR software program (Oculus Rift ISS), as the VR learning material. 2 groups of students were instructed on navigating through the interior and around the exterior of the ISS via different means; one group (Group 1) received conventional instruction and one group (Group 2) received VR instruction. Following instruction, half of Group 1 participants were assessed by conventional means and the other half were assessed in the VR-rendered environment. Following VR instruction, half of Group 2 participants were assessed by conventional means and the other half were assessed in the VR-rendered environment. Assessment included questions on situational awareness, module identification and navigation completion times. Pearson correlation coefficient revealed a moderate degree of correlation (± 0.31) between the effect of VR instruction and assessment, demonstrating a positive effect of VR instruction. Pearson correlation coefficient revealed a low degree of correlation (± 0.18) between the effect of conventional instruction and assessment, demonstrating conventional instruction was less effective than VR instruction for this type of learning.
Did this research project receive funding support (Spark, SURF, Research Abroad, Student Internal Grants, Collaborative, Climbing, or Ignite Grants) from the Office of Undergraduate Research?
No
Effectiveness of Virtual Reality to Enhance Classroom Instruction
Virtual Reality (VR) has become an increasingly effective and powerful medium for learning, especially when applied to subjects that involve acquiring situational awareness/navigation. Research has shown an encouraging array of positive learning outcomes in applying VR technology to support and improve learning. Findings include observing positive effects on learning of spatial awareness acquisition and navigation. Apart from these observations, research has demonstrated that learners enjoy their VR educational experience.This study utilized a VR software program (Oculus Rift ISS), as the VR learning material. 2 groups of students were instructed on navigating through the interior and around the exterior of the ISS via different means; one group (Group 1) received conventional instruction and one group (Group 2) received VR instruction. Following instruction, half of Group 1 participants were assessed by conventional means and the other half were assessed in the VR-rendered environment. Following VR instruction, half of Group 2 participants were assessed by conventional means and the other half were assessed in the VR-rendered environment. Assessment included questions on situational awareness, module identification and navigation completion times. Pearson correlation coefficient revealed a moderate degree of correlation (± 0.31) between the effect of VR instruction and assessment, demonstrating a positive effect of VR instruction. Pearson correlation coefficient revealed a low degree of correlation (± 0.18) between the effect of conventional instruction and assessment, demonstrating conventional instruction was less effective than VR instruction for this type of learning.