Abstract:

Virtual reality (VR) is an emerging technology that provides users with realistic, computer simulated interactive three-dimensional (3D) environment in which people become immersed. In this study, we used a three-dimensional visualization technique with a 3D helmet display (hTC VIVE) that has been developed in order to establish an interactive immersive environment to visualize the science principles and phenomenon in physics experiments. Two forms of VR (desktop vs immersive) are mostly implemented in schools. The purpose of this study was to investigate the impact of two forms of virtual reality experiments in physics on learning effects and attitudes toward science of junior high school students in Taiwan. A quasi-experimental research was adopted, and two classes of 9th graders in remote area were chosen as participants. Desktop virtual reality experiment was adopted in one class and the immersion virtual reality experiment was in the other. A quantitative method was mainly used to collect and analyze data. Besides, the two experiments were administered in the science class for the 9th graders who were taught the leverage unit. Finally, the lever principle learning test and questionnaire of science attitudes were administered to the participants. Before the experiments, all the participants were given the pre-test of the lever principle learning and the questionnaire of science attitudes. After the experiments finished, they were given the post-test of the lever principle learning and the questionnaire of science attitudes. Then, the data was analyzed by Paired t-Test and ANCOVA to examine whether there were significant differences between the two classes on the attitudes towards science and the learning effectiveness.

The conclusions are made as follows:
1. Both Immersive and Desktop VR experiment can significantly enhance the students’ attitudes towards science. Furthermore, they all have positive influence on students especially in their confidence to learn science, the practicability of science, the motivation for science, and the attitudes towards science.
2. Both Immersive and Desktop VR experiment can improve and enhance the students’ learning effects.
3. However, there were no significant differences between the two forms of VR experiments on both the attitudes towards science and the learning effects.

The results suggested that VR experiment provides the positive effects for junior high schools to learning science no matter whether it is desktop VR or immersive VR. Based on the conclusions above, some suggestions were made to the future research.

Keywords:

Virtual reality, physics experiments, science education, immersive VR.