ERIC Number: EJ1437341
Record Type: Journal
Publication Date: 2024-Aug
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Comparative Effectiveness of Teaching Physics in the Classroom and through VR: Perspectives for Expanding the Possibilities of Using VR Technology in Education
Khaleel Al-Said; Nidal Amarin; Lyubov Krasnova
Education and Information Technologies, v29 n11 p14309-14324 2024
This study aims to determine how the use of virtual reality impacts physics students, their knowledge, and the quality of training. The study involved 116 students aged 17-19. The main purpose is to explore the effect that VR technology has on students' knowledge and motivation. As per usual, the students were divided into two research groups: experimental and control. Physics students (experimental group) used virtual reality in learning, while radiophysics students (control group) followed the standard educational program. The results obtained upon completion of the training have confirmed that VR technology can effectively improve learning quality and increase student motivation.
Descriptors: Physics, Science Instruction, Computer Simulation, Student Motivation, Knowledge Level, Instructional Effectiveness, Computer Uses in Education, Students
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A