Exploring the Potential of Virtual Reality in Education

Abstract

Virtual reality (VR) is not a new technology, nor is its application to education. However, it has historically failed to achieve widespread adoption, both commercially and in education. A recent resurgence in consumer interest has seen rapid growth in the area, and the release of a multitude of consumer-friendly VR headsets. Whether educational experiences designed for this latest generation of technologies will actually provide any measurable difference in either user experience or learning outcomes compared to more common devices (such as desktop PCs) is unknown, and likely depends on the quality of the learning experience. Thus in this thesis we investigate both: how does learning on a VR headset compare to learning through other digital means, and what techniques and technologies are most suitable for providing effective educational experiences on VR headsets. Using a comparative study methodology we investigate 360° video as a novel approach to creating educational VR content. The user experience and learning outcomes of participants shown this content is compared to those who viewed cropped versions of the same content on a PC. Existing theory from the areas of human-computer interaction, psychology, VR, and education were synthesized to form a `Framework for Designing Educational VR Experiences'. This framework is intended to increase the likelihood of designing experiences that both achieve the desired learning outcomes, and are positively perceived by students. An interactive educational VR experience was created, its design informed by the framework. A secondary comparative study mirroring the methodology of the first was then conducted, evaluating this interactive experience (instead of 360° video), and comparing the learning experience to participants who completed a re-programmed version of the same interactive experience on a desktop PC. Although the results of both studies did not identify any statistically significant differences in the learning outcomes (nor was the effect of 360° video in Study 1 statistically significantly different from the effect of the interactive VR experience in Study 2), the results of both user evaluations were overwhelmingly positive. We conclude that the use of VR in education appears to provide comparable learning outcomes, in an experience that students are much more likely to be motivated to use, and perceive as being enjoyable, engaging, and immersive than the same experience on a desktop PC.