Scientists from the STI of the Far Eastern Federal University and the St. Petersburg VR developer Modum Lab summed up the results of the experiment on preparing students for exams in virtual reality format.
The hypothesis that virtual reality, as a tool for teaching schoolchildren and students, can be more effective than the existing “standard” methods, was proved in the framework of a joint experiment of NTI FEFU and the developer of educational VR / AR projects Modum Lab. The results of the exam and tests of schoolchildren who were preparing for exams in virtual reality format were higher than those of students who were engaged in the traditional school curriculum. Experimental lessons in preparing ninth graders for the United State Examinations were held at six educational institutions in Moscow and Vladivostok. “Pilot” VR lessons were also held at the Novodevyatkinsky school №1 of St. Petersburg.
About the experiment:
As part of studying the use of virtual reality technology for children’s learning, Russian scientists from NTI FEFU and Modum Lab methodologists developed a course of “Magnetism” VR lessons in physics. The topic was not chosen by chance – teachers call it one of the most difficult for students in grades 8–9 to study. Visualization is important for understanding and mastering the phenomena of magnetism, and practice is important for consolidating knowledge. Involving spatial thinking and perception allows children to better understand the essence of physical processes and apply them in solving problems.
As part of the study, schoolchildren were divided into two groups – the “main” and “control”. All children had to write an “input” and “final” test developed for the RAO experiment, as well as pass the main state exam. The first part of the guys at the same time passed the topic in VR-format, and the second was engaged in the traditional school curriculum. The experiment was attended by 61 ninth graders from schools in Moscow, Vladivostok and St. Petersburg. Studying the topic in each class lasted 4 academic hours. As a result, the average final score for the test in the main group increased after passing VR-training, and the average final score for the control group did not change, which suggests that there is an effect from the technological training format. So the test results in the main group improved by 28.8%, compared with the first test. The effect of learning in VR on the overall outcome of the OGE has also been identified. The average total OGE score in the main group on average was higher by 3 points than in the control. In addition, the average total score for the OGE of the successful half of the main group was higher than the average score of the successful half of the control group by 11%. According to the analysis of variance, this difference was due to the factor of VR-learning.