TY - GEN
T1 - First-person perspective physics learning platform based on virtual reality
AU - Han, Yu
AU - Shi, Yining
AU - Wang, Juanjuan
AU - Liu, Yue
AU - Wang, Yongtian
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2020.
PY - 2020
Y1 - 2020
N2 - This study is aimed at investigating the effects of instructional materials developed with virtual reality (VR) technology on middle school students’ learning achievements and motivation towards the course of physics in China. In this study, the authors designed a VR-based first-person perspective physics learning platform for students to learn the “velocity-time graph of uniform variable rectilinear motion”. A between-subjects design was used and a total of 23 eighth graders took part in this experiment. The students were assigned to two groups on the basis of their background knowledge. The experimental group adopted VR-based learning platform for the learning activities, while the control group watched a video containing the same learning contents. The results show that students from the VR-based experimental group reported higher learning achievements compared with those from the control group. The results also show that students’ levels of motivation in the experimental group were higher than those from control group. The findings of this study imply that VR technology can be utilized as an effective instructional tool for fostering students’ learning of the basic physics concepts and laws in middle school.
AB - This study is aimed at investigating the effects of instructional materials developed with virtual reality (VR) technology on middle school students’ learning achievements and motivation towards the course of physics in China. In this study, the authors designed a VR-based first-person perspective physics learning platform for students to learn the “velocity-time graph of uniform variable rectilinear motion”. A between-subjects design was used and a total of 23 eighth graders took part in this experiment. The students were assigned to two groups on the basis of their background knowledge. The experimental group adopted VR-based learning platform for the learning activities, while the control group watched a video containing the same learning contents. The results show that students from the VR-based experimental group reported higher learning achievements compared with those from the control group. The results also show that students’ levels of motivation in the experimental group were higher than those from control group. The findings of this study imply that VR technology can be utilized as an effective instructional tool for fostering students’ learning of the basic physics concepts and laws in middle school.
KW - Physics education
KW - Uniform variable rectilinear motion
KW - Virtual reality
UR - https://www.scopus.com/pages/publications/85088921556
U2 - 10.1007/978-3-030-50506-6_30
DO - 10.1007/978-3-030-50506-6_30
M3 - Conference contribution
AN - SCOPUS:85088921556
SN - 9783030505059
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 435
EP - 447
BT - Learning and Collaboration Technologies. Human and Technology Ecosystems - 7th International Conference, LCT 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings
A2 - Zaphiris, Panayiotis
A2 - Ioannou, Andri
A2 - Ioannou, Andri
PB - Springer
T2 - 7th International Conference on Learning and Collaboration Technologies, LCT 2020, held as part of the 22nd International Conference on Human-Computer Interaction, HCII 2020
Y2 - 19 July 2020 through 24 July 2020
ER -