Evaluation of Educational Modes in Virtual Reality: A Pilot Study

Abstract Engineering education requires diverse pedagogical approaches. Virtual Reality (VR) has been used lately due to its lower entry cost and the ability to display information in unique ways. However, despite VR being a research interest in the last decade, its use in education is comparatively unexplored. In addition, a large portion of existing studies have not incorporated learning theories into the creation of their test environments. This pilot study seeks to explore whether the method of presentation in VR affects the ability of students to understand and recall procedural or conceptual information during training. To best measure training efficacy and quality, the study is separated into a pre-survey, training, examination, and post-survey. The pre-survey gathered information on VR experience, prior knowledge of the subject matter, and demographics. Participants were separated into three groups: written mode of instruction, video mode of instruction, or an interactive mode of instruction. All modes were presented within a VR environment to maintain consistency across training modes. After the training, participants were tested with a physical assembly evaluation and post-test. Finally, a post-survey is administered to assess training quality and gather self-reported knowledge. This study suggests that VR was an effective training solution and showed an increase in self-reported understanding of the participants. Additionally, trends between educational mode and performance might become apparent if the study were to be repeated with a larger sample size. Post-test results suggest that learners who spent longer practicing in the environment performed better on conceptual knowledge questions.