Temasek performed a study to evaluate the performance of their EON Reality powered simulation modules. The results showed that students in a class that uses Virtual Reality in teaching perform significantly higher when tested versus students who use more traditional means of learning. The main area of improvement was an increase in the overall knowledge absorbed by students who used VR.
119 Aerospace Engineering students were split into two groups Control (60) and Experimental (59). These students had a mean GPA of 3.19 and were taking the same number of course hours during the fall semester. The Experimental group used four Virtual Reality based lesson modules.
To evaluate their performance, each group was given a test that comprised the following study areas: 32% Recall (16 marks), 32% Knowledge (16 marks), 36% Application (18 marks). The total score from Experimental group (M=32.58, SD = 6.376) was significantly higher than the Control group (M=30.04, SD = 6.086), p <.05, two tailed, equal variances assumed, Cohen’s d = 0.41, a small effect. The knowledge question score from Experimental group (M=11.64, SD = 2.671) was significantly higher than the Control group (M=9.97, SD=2.12), p<.05, two tailed, equal variances assumed, Cohen’s d = 0.71, a medium effect.
- Total score of students using Virtual Reality was significantly higher during a performance test (3 types of questions: Knowledge, Recall, Application)
- Score was significantly higher in the Knowledge category
- Students using Virtual Reality perceived that they were significantly more competent in the subject leading to improved motivation
- Students using Virtual Reality were better able to learn from each other
- Students exhibit more introjected regulatory behavior but less external regulatory behavior