Can Virtual Reality Enhance Learning: A Case Study in Materials Science

Abstract

This Innovative Practice Work in Progress tests whether virtual reality (VR) can enhance students’ understanding in scientific fields, specifically Materials Science and Engineering (MSE), when compared to more traditional approaches. Of interest is how VR-based learning activities impact the performance of individuals with experience ranging from none to expert level in MSE compared to paper-based learning activities. To test this, an activity related to crystal structures, similar to what students would see in an introductory level MSE course, was administered to a group of students with varying knowledge levels in MSE. Each participant completed the same worksheet in either VR or on paper. The testing group was composed of seven students, which was too small of a sample size to draw definitive conclusions, yet significant observations could be made. On questions that required recall of prior knowledge, participants using paper-based activities generally performed better, whereas on questions requiring more spatial reasoning and critical thinking, VR participants generally performed better. Most of the participants reported enjoying the VR activities and platform, indicating high usability. These results suggest that VR may be beneficial in teaching complex spatial concepts.