Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

Abstract

The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, but such a motivation by itself alone does not guarantee the long-term retention of knowledge. To identify the necessary characteristics of a VRLE to achieve an appropriate level of meaningful learning, this paper compares a set of VRLEs created in previous years with a group of recently developed VRLEs, after being used by engineering students. A description of the design process of the both VRLEs groups is included in this paper. Most significantly, analysis of the response of a total of 103 students in a specific survey reveals how a step-by-step protocol system helped improve students' knowledge and retention after one year of using a VRLE. Thus, this study not only demonstrates the importance of using modern development engines when creating or updating a VRLE to achieve student motivation, but also justifies in many cases the use of a step-by-step protocol as a method to improve the long-term retention of knowledge.