VR Ed-Explorer

Abstract

A study was conducted to suggest VR as an effective tool for learning science concepts through regular activities in the classrooms of grade-10 in the government schools of Islamabad. This technology has the potential to inculcate 21st century skills of creativity and critical thinking by exposing the students to relevant and virtual experiences. Islamabad, as the capital of the country, is privileged in providing greater resources to its educational institutions. In most of the schools, well-equipped computer labs have been established and mostly students give greater preference to computer choices as compared to engineering or medical subjects. However, the teaching environment of these schools is still stereotyped and conventional as the teaching methods lack innovation. Thus, taking VR experience to the students was an overwhelming experience. This study used VR to investigate students’ conceptual understanding along with their overall motivation and engagement when performing the VR activities. The participants of this study were male and female grade-10 students from two public schools of Islamabad. The Google Cardboard viewer, in conjunction with a smartphone, was used. Furthermore, a VR application, called ‘VR Ed-explorer’ was designed and developed specifically for the study. A total of 60 students participated in a 4- day ‘learning through VR’ session. The content of the VR interventions were taken from the current grade-10 curriculum. These topics were selected from each of the three science subjects: Biology, Chemistry and Physics. Through a quasi-experimental design it was found that the students who experienced the VR activity remained highly motivated throughout the duration of the session. The students were asked to fill out a feedback survey that was based on Keller’s ARCS model. Observations by the researchers present revealed the students to be engaged through a checklist prepared to study the behavioral, cognitive and affective levels of the students throughout the sessions. As a result, the innovative technique brought in much needed excitement and curiosity into charged classroom environment - something that is greatly lacking in majority of the classrooms.