Assessing Learning in an Immersive Virtual Reality: A Curriculum-Based Experiment in Chemistry Education

Abstract

Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of the effects of different content, activity, and interaction types in the current VR studies has been identified as a significant shortcoming. This has been more significant in STEM fields, where VR has the potential to offer engaging experiential learning opportunities. The study reported here was designed to address this gap by assessing the effect of authentic visualization and interaction types on learning a particular scientific concept. A use case scenario of “orbital hybridization” in chemistry education was selected to create this experiment and to collect data for analysis. We collected data on learning outcomes, task-completion efficiency, accuracy, and subjective usability. A combination of learning content and tasks designed based on the relevant educational theories was presented to three groups: 2D, VR interaction type 1 (hand gestures), and VR interaction type 2 (ray casting). The results showed that VR could improve learning and that interaction type could influence efficiency and accuracy depending on the task.

Keywords

• virtual reality
• chemistry education
• experiential learning
• immersion
• 3D visualization