Controlled Experimental & Questionnaire Survey:the Effect of Immersive VR in Promoting Spatial Perceived Learning

Abstract

Abstract Because of its immersion, interactivity and multi-perception, virtual reality technology has cracked the bottleneck of cultivating three-dimensional spatial perception ability in 2D or super 2D environments, providing favorable conditions for cultivating learners' spatial perception ability. However, due to the inherent technical characteristics of VR, whether the cognitive load of learners' spatial ability is reduced in teaching practice is still a controversial issue. Based on that, this paper attempts to explore the effect of VR teaching environment on the cultivation of spatial ability using controlled experimental & questionnaire surveys. Firstly, with the assumption that VR technology can effectively promote spatial perception ability, a controlled experimental participated by 113 persons was designed to observe the retention effect of learning by comparing the learning of constellation recognition in different environments, VR environment as the experimental group, and the 2D and super 2D environments as the comparison group. Second, a questionnaire survey on the effectiveness of teaching based on VR environment was analyzed, focusing on five dimensions of attention, motivation, perceived learning effectiveness, reflective thinking and usability, and 217 copies were distributed. The results of the data analysis of the two groups showed that the score of the spatial ability test of the VR learning group was better than that of the other two groups. The learners were also positive about the VR teaching method, with girls being more actively engaged than boys. Thus, the hypothesis that the VR environment is conducive to the development of spatial ability is proved, which is reflected in the improvement of learners' spatial visualization ability and their high learning enthusiasm.