7.3 Discussions
7.3.1 Empirical Findings from Previous Studies
The positive effects of VR technology on learning were also found in some studies with 3D models, which were considered to be a normal form for VR technology. Nicholson et al. (2006) conducted an experiment on the effects of computer-generated 3D anatomical models on learning, and found a positive relationship between the computer-generated 3D models they used and the scores of students (Nicholson, Chalk, Funnell, & Daniel,2006). Similar findings were also indicated by another study in which researchers used Construct3D to help students learn mathematics and geometry, and found that the knowledge presented with Construct3D was easier to learn and facilitated the learning of geometric con- structions (Kaufmann, Schmalstieg, & Wagner,2000).
Some studies based on Second Life, which is a popular VR platform in edu- cation, also revealed some positive effect on learning. The virtual campus based on Second Life was found advantageous to improving user impressions concerning presence, awareness, communication, and comfort with the virtual environment (De Lucia, Francese, Passero, & Tortora,2009). Another study carried out over a year and half observing several groups of students found that the students who learned electronic related subjects through mixed lessons combining traditional on-site lessons with virtual lessons on Second Life platform had higher motivations for learning and attending learning activities (Sierra, Gutiérrez, & Garzón-Castro, 2012).
Some studies on collaborate learning based on VR technology were also proved positive in promoting learning, because students were able to discuss with their classmates, share theirfindings, and demonstrate the operations of systems to their classmates and teachers (Chen, Yang, Shen, & Jeng,2007). When it comes to skills training, VR technology also plays an important role. In the training of assembling, VR technology was found to be better than traditional 2D engineering drawing lessons (Boud et al.,1999). One of the main reasons for this was that assembly not Fig. 7.5 Network visualization of 30 keywords which meet the threshold of occurrence at least 10 times
only had a requirement for learning sequence, but also for motor behavior. VR participants were able to investigate assembly sequences through a number of VR conditions. However, Boud et al. (1999) also highlighted that one of the main problems of VR technology is the lack of haptic feedback, which plays an important role when manipulating objects. This problem was also found when researchers compared VR technology and AR technology for training laparoscopic skills (Botden, Buzink, Schijven, & Jakimowicz,2007).
Although many researchers put their attention on the advantages and potential benefits of the use of VR technology in thefield of education, only a few of them came up with powerful proof to support their opinions with empirical experiments and quantitative data (Hew & Cheung,2010). Some studies even showed that there were no significant differences on learning outcomes between students who learned with VR technology and students who learned in a traditional way. Merwin and Wickens (1991) compared scientific data visualization performance with 2D plan and 3D renderings, and found that 3D perspective supported short term performance but had no benefit for longer term retention. Minogue et al. (2006) failed tofind any positive cognitive impacts when using VR technology to study animal cells, which however may have been due to the inaccuracy of assessment by paper and pencil.
Similar results were found in Holmes’s study (2007) in which a post hoc Tukey test failed tofind any significant difference between three groups of learners in terms of their test scores with regard to the learning of ecological concepts. Some researchers even suggested that the use of VR technology in education might lead to lower learning outcomes. Aretz (1991) divided learners into two groups and required them to perform a helicopterflight simulation in which they navigated through a virtual world of geometric objects. One group used a track-up map that always presented their navigation information in the same orientation in their forwardfield-of-view while the other group used afixed north-up map. After the navigation, both groups were asked to draw a map of the environment through which they had traveled, and it was found that the group using the fixed map showed a better retention of the position of the geographical features. Some researchers also pointed out a weakness for Second Life in that students tend to get distracted by the computer as it gives them access not only to the learning environment of Second Life but to all the social networks and the Internet in general (Sierra et al.,2012).
To sum up, although there are some studies that failed to find the promising effects and even indicated some disadvantages of VR technology in learning, the characters and advantages of VR technology has been accepted by the mainstream of researchers and practitioners, the majority of studies indicating that using VR technology might make a great difference on learning, resulting in positive effects.
Nevertheless, the current studies mostly used observations, questionnaires, self-reports, and other simple methods to get thefindings, thereby lacking experi- mental, quantitate supports. The effects of VR technology on learning needs to be repeatedly tested and confirmed by more empirical studies. It is hard to have a simple and standardized answer for the question of whether VR technology defi- nitely contributes to learning, because it may be influenced by complex factors such
as the setting, learning contents, and manipulating disparities, which also may be the reasons why the conclusions of some current researches are contradictory.