Quick Search: Research is a series dedicated to unpacking some of the emerging research on 3D, VR, and other dynamic visualization technologies. See my introductory article on this topic, entitled The Research Chase. In this article I highlight some recent research by Hsin-Yih Cindy Shyu, Ph.D., et al, from Taiwan.
I am often asked about the instructional benefits for schools and colleges that emerge from employing 3D, VR, and HD visualization technologies, based on available research. “What is the difference some of these technologies make in learning?” they wonder. “How effective are these technologies with young learners?” they ask.
At a recent ed-tech conference in the United States, Professors Hsin-YihCindy Shyu, Yu-HurChou and Shu-Chuan Chuang from the Department of Educational Technology at Tamkang University and the Department of Digital Game Design at Tung Nan University (Taiwan) provided details on some of their VR research.
Background
Sponsored by the Ministry of Technology and Science (Taiwan), this research effort used a simulation teaching platform, Cloud Virtual Laboratory (CVLab) in a school setting. CVLab includes 16 physics experiments that are aligned with Taiwan’s high school physics curriculum. The study took a close look at student concept mastery, motivation, learning attitudes, and self-reflection across different performance levels while using a 3D virtual lab platform. The study zeroed in on a “VR-based” simulation for teaching Newton’s second law of motion.
Design
The Shyu study compared the performance differences between fifty 9th-grade students from a junior high school in Taipei. One group received the high-tech instruction (3D simulation and exploration), while a second group underwent traditional instruction (memorization and experimental lab). The duration of the instructional treatment amounted to eight total in-class hours. Evaluation strategies included pre- and post-test achievement gains, a questionnaire on student motivation and learning attitudes, and qualitative observations about the use of virtual reality in instruction. You can see the study site in this video.
Results
Researchers found a significant difference in learning achievement for the “3D virtual reality laboratory” treatment group, indicating that the simulation approach was helpful for student mastery of the content. They also discovered that, although all students improved, lower- and middle-performing students gained the most understanding from the immersive instruction. Overall, students exhibited positive attitudes towards the use of visualization in instruction (and physics!) and felt more motivated to learn. Teachers reported that the “3D virtual reality laboratory” was more convenient, accurate, and effective than the traditional hands-on experiment.
Other Insights
Researchers also noted the following takeaways from this visualization project:
- Pedagogy must be redefined in order to capitalize on any learning benefits
- Students tend to take charge of their own learning when conducting virtual simulations
- Immersive simulations can be useful in improving traditional science instruction
My Take
Perhaps the most interesting finding coming out of this study is the realization that lower- and middle-performing students gained the most benefit from immersive VR instruction. This finding strongly echoes what we’ve known about general computer-based education for the last few decades, only this time with VR at our disposal.
Some of the limitations of the study are obvious: limited time spent, constrained content, and a small sample of students (low n). Another confusing aspect of this study is that it perhaps jumbles the notion of 3D virtual reality for the reader. As I stated in a previous article, 3D by Any Other Name, the study authors are likely confusing non-stereo 3D simulation with stereoscopic virtual reality. Everyone does. Or at least, everyone tries to tap into the prevailing, sexier ‘virtual reality” meme. That could mean that their positive results are more likely associated with the use of visualization and simulation in instruction, and not just VR. That is easily substantiated. Still, these results are quite informative. Great VR will likely move us away from passive observation and strongly forward towards interactive play, exploration, and experimentation. –Len Scrogan
