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تسجيل مستخدم جديدA controlled study of stereoscopic virtual reality in freshman electrostatics
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Virtual reality (VR) has long promised to revolutionize education, but with little follow-through. Part of the reason for this is the prohibitive cost of immersive VR headsets or caves. This has changed with the advent of smartphone-based VR (along the lines of Google cardboard) which allows students to use smartphones and inexpensive plastic or cardboard viewers to enjoy stereoscopic VR simulations. We have completed the largest-ever such study on 627 students enrolled in calculus-based freshman physics at The Ohio State University. This initial study focused on student understanding of electric fields. Students were split into three treatments groups: VR, video, and static 2D images. Students were asked questions before, during, and after treatment. Here we present a preliminary analysis including overall post-pre improvement among the treatment groups, dependence of improvement on gender, and previous video game experience. Results on select questions are discussed. Several electric field visualizations similar to those used in this study are freely available on Google Play http://go.osu.edu/BuckeyeVR
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Stereoscopic virtual reality (VR) has experienced a resurgence due to flagship products such as the Oculus Rift, HTC Vive and smartphone-based VR solutions like Google Cardboard. This is causing the question to resurface: how can stereoscopic VR be u
seful in instruction, if at all, and what are the pedagogical best practices for its use? To address this, and to continue our work in this sphere, we performed a study of 289 introductory physics students who were sorted into three different treatment types: stereoscopic virtual reality, WebGL simulation, and static 2D images, each designed to provide information about magnetic fields and forces. Students were assessed using preliminary items designed to focus on heavily-3D systems. We report on assessment reliability, and on student performance. Overall, we find that students who used VR did not significantly outperform students using other treatment types. There were significant differences between sexes, as other studies have noted. Dependence on students self-reported 3D videogame play was observed, in keeping with previous studies, but this dependence was not restricted to the VR treatment.
Recent years have seen a resurgence of interest in using Virtual Reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered
questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. 2017cite{smith17}, found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of training that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.
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