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Physical Review Physics Education Research
written by Chris D. Porter, J. R. Smith, Erik M. Stagar, Amber Byrum Simmons, Megan Nieberding, Christopher Orban, Jonathan R. Brown, and Abigail Ayers
Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. [A controlled study of stereoscopic virtual reality in freshman electrostatics, Proceedings of the 2017 Physics Education Research Conference, Cincinnati, OH, PER Conference series (2017), pp. 376–379], found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020119
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Simulation
- Learning Environment
- Technology
Education - Basic Research
- Achievement
- Learning Theory
= Representations
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Skills
Electricity & Magnetism
- Electrostatics
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020119
Keywords:
VR tools, physics VR research, reformed physics
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 25, 2022 by Caroline Hall
Last Update
when Cataloged:
September 3, 2020
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AIP Format
C. Porter, J. Smith, E. Stagar, A. Simmons, M. Nieberding, C. Orban, J. Brown, and A. Ayers, , Phys. Rev. Phys. Educ. Res. 16 (2), 020119 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020119).
AJP/PRST-PER
C. Porter, J. Smith, E. Stagar, A. Simmons, M. Nieberding, C. Orban, J. Brown, and A. Ayers, Using virtual reality in electrostatics instruction: The impact of training, Phys. Rev. Phys. Educ. Res. 16 (2), 020119 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020119>.
APA Format
Porter, C., Smith, J., Stagar, E., Simmons, A., Nieberding, M., Orban, C., Brown, J., & Ayers, A. (2020, September 3). Using virtual reality in electrostatics instruction: The impact of training. Phys. Rev. Phys. Educ. Res., 16(2), 020119. Retrieved April 17, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020119
Chicago Format
Porter, C, J. Smith, E. Stagar, A. Simmons, M. Nieberding, C. Orban, J. Brown, and A. Ayers. "Using virtual reality in electrostatics instruction: The impact of training." Phys. Rev. Phys. Educ. Res. 16, no. 2, (September 3, 2020): 020119, https://doi.org/10.1103/PhysRevPhysEducRes.16.020119 (accessed 17 April 2024).
MLA Format
Porter, Chris D., Joseph R Smith, Erik M. Stagar, Amber Byrum Simmons, Megan Nieberding, Christopher Orban, Jonathan R. Brown, and Abigail Ayers. "Using virtual reality in electrostatics instruction: The impact of training." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020119. 17 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020119>.
BibTeX Export Format
@article{ Author = "Chris D. Porter and Joseph R Smith and Erik M. Stagar and Amber Byrum Simmons and Megan Nieberding and Christopher Orban and Jonathan R. Brown and Abigail Ayers", Title = {Using virtual reality in electrostatics instruction: The impact of training}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020119}, Month = {September}, Year = {2020} }
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%A Chris D. Porter %A Joseph R Smith %A Erik M. Stagar %A Amber Byrum Simmons %A Megan Nieberding %A Christopher Orban %A Jonathan R. Brown %A Abigail Ayers %T Using virtual reality in electrostatics instruction: The impact of training %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D September 3, 2020 %P 020119 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020119 %O text/html

EndNote Export Format

%0 Journal Article %A Porter, Chris D. %A Smith, Joseph R %A Stagar, Erik M. %A Simmons, Amber Byrum %A Nieberding, Megan %A Orban, Christopher %A Brown, Jonathan R. %A Ayers, Abigail %D September 3, 2020 %T Using virtual reality in electrostatics instruction: The impact of training %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020119 %8 September 3, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020119


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