Master's thesis work, published on the Korean pear-reviewed journal.
Solar System VR
This is a design-based research project where a VR simulation was designed to facilitate middle school students' learning about the solar system. It was developed using the Oculus CV1 and was collaboratively designed with a teacher from an international middle school located in Korea. We underwent a cycle of development, application, feedback, and redevelopment three times. After these cycles, the final simulation was used to measure the learning achievements of the middle school students.
1. Targeted Audience
2. Subject 3. Expected Learning Objectives |
Middle School Student (ages 13 to 15)
Science – Characteristics of Solar System Planets - Distinguish solar system planets into Jovian and Terrestrial planets. - Explain the characteristics of Jovian and Terrestrial planets according to seven criteria. (Seven criteria: distance from the sun, radius, mass, cycle of revolution, rotation period, average density, presence of rings) - Specify important characteristics of each of the solar system planets. |
Effectiveness
I conducted research to compare the learning differences between traditional media, represented by PPT slides, and immersive VR. While both mediums displayed the same content and used identical images (though there exists a difference between 2D and 3D), immersive VR stands out because it allows students to interact with the simulation in various ways.
Immediately after the learning session, there was no significant difference in the post-test scores between the two groups. However, when testing the retention rate after four weeks, students in the VR group scored significantly higher. Based on interview feedback, some students who learned through VR expressed their intrigue about the content. As a result, they read magazines at home or searched for additional information online. This implies that even if learning through VR doesn't immediately reflect enhanced learning outcomes, it can boost students' interest and motivation, suggesting that it might aid in promoting long-term learning.
More information about this study can be found here.
Immediately after the learning session, there was no significant difference in the post-test scores between the two groups. However, when testing the retention rate after four weeks, students in the VR group scored significantly higher. Based on interview feedback, some students who learned through VR expressed their intrigue about the content. As a result, they read magazines at home or searched for additional information online. This implies that even if learning through VR doesn't immediately reflect enhanced learning outcomes, it can boost students' interest and motivation, suggesting that it might aid in promoting long-term learning.
More information about this study can be found here.
Sample videos