PhyLab - a virtual reality laboratory for experiments in physics: a pilot study on intervention effectiveness and...

Area of Science:

• Physics education research
• Educational technology
• Cognitive psychology

Background:

• Physics is an abstract subject, often challenging for secondary students.
• Innovative teaching methods, like game-based virtual reality (VR), can enhance student engagement and understanding.
• The systemic actiotope model provides a framework for evaluating goal-oriented actions in learning environments.

Purpose of the Study:

• To investigate the impact of a game-based VR teaching method on secondary students' physics performance, interest, and self-beliefs.
• To compare the effectiveness of VR-based learning with traditional teaching methods.
• To analyze differential effects based on student demographics.

Main Methods:

• A quasi-experimental design with pre- and post-tests was employed.
• An experimental group used a VR application with 10 physics units, while a control group received traditional instruction.
• Student performance was assessed via three tests, and interest, self-efficacy, self-concept, and implicit theories were measured through questionnaires.

Main Results:

• The experimental group showed significantly higher scores on the third physics test compared to the control group.
• Game-based VR teaching positively influenced male students' interest and self-efficacy in physics.
• No significant effects were observed on students' self-concept or entity implicit theories regarding physics.

Conclusions:

• Innovative didactic methods, such as game-based VR, hold potential for improving physics performance and motivation in secondary students.
• The benefits of game-based VR may disproportionately favor male students, necessitating careful consideration in development and implementation.
• Further research is needed to explore practical applications and optimize VR interventions for diverse student populations.