Effects of interactively virtual reality on achievements and attitudes of pupils: a case study on a natural science course
Chun‐Ming Hung, Gwo‐Jen Hwang, Iwen Huang, Jiun-Ming Li · WSEAS Transactions on Information Science and Applications archive · 2010
This study aimed at investigating the effects of interactively virtual reality on learning achievements and attitudes of elementary school pupils to natural science. A quasi-experiment with unequal class pre-post evaluations was carried out. Within the 136 participants from four Grade 5 classes in an elementary school, 68 pupils from two classes were randomly assigned as the experimental group, while another 68 pupils from other two classes were the control group. Within the 80 minutes experimental teaching, the experimental group was instructed with interactively virtual reality, and the control group was taught with multimedia presentations. Regarding the process of experimental teaching, both groups received pretest, experiment, and post-test; and, the data were tested with covariance analyses. The findings showed that the learning achievement of the students in the experimental group was significantly better than that in the control group, indicating that interactively virtual reality could effectively enhance the learning achievement of pupils. Regarding the learning achievement of different genders, both males and females did not present remarkable difference in learning with the virtual reality approach. Moreover, the average of questionnaire analyses on the attitudes to the application of actively virtual reality into the instruction was 4.46, showing that pupils affirmed the instruction with actively virtual reality.