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Interactive and Visualized Online Experimentation System for Engineering Education and Research

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Published on: November 24, 2021

Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation.

Danielle Tsirulnikov¹, Celeste Suart², Ream Abdullah²

¹Bachelor of Health Sciences Program, Faculty of Health Science, McMaster University, Hamilton, ON, Canada.

|February 1, 2023

Summary

Virtual reality laboratory simulations enhance student motivation and learning outcomes in postsecondary science education. This immersive technology, using head-mounted displays, offers a valuable supplement to traditional teaching methods.

Keywords:

gamified interventions laboratory simulations learning outcomes motivation undergraduate education virtual reality

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Area of Science:

Science Education
Educational Technology
Virtual Reality

Background:

Gamified learning and virtual laboratory simulations are increasingly used in postsecondary education to boost student motivation and learning.
The COVID-19 pandemic accelerated the adoption of online learning tools, including virtual labs, to replace or supplement hands-on wet-lab experiences.
Head-mounted display (HMD) technology offers immersive virtual reality (VR) experiences.

Purpose of the Study:

To investigate the impact of HMD-based virtual laboratory simulations on undergraduate students' motivation and learning outcomes.
To explore student experiences with VR laboratory simulations in a postsecondary science context.

Main Methods:

A mixed-methods approach was employed with 39 undergraduate participants.
Data collection included pre- and post-simulation test scores, qualitative feedback, and quantitative experience ratings.
Participants engaged in two distinct laboratory simulations using HMD technology.

Main Results:

Participants demonstrated increased test scores after completing the virtual laboratory simulations, with no significant differences between the two simulation types.
Self-reported measures indicated very positive levels of learner motivation and engagement.
The HMD technology was found to be user-friendly, though eye strain was a common side effect.
91% of participants viewed VR laboratory simulations as a beneficial supplement to conventional teaching.

Conclusions:

Immersive VR laboratory simulations delivered via HMD technology can effectively enhance both learning outcomes and learner motivation in postsecondary science education.
VR simulations present a promising tool for supplementing traditional laboratory work, particularly in online or blended learning environments.
Further research could explore optimizing VR simulations to mitigate side effects like eye strain and maximize educational benefits.