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A virtual reality learning unit for the functioning of a router is used to show how students at bachelor level can be provided with another teaching tool in the future, whereby the didactic approach of a change of perspective makes optimal use of the advantages of virtual reality and should enable a more profound understanding. Further studies are needed to determine a long-term learning effect as well as the efficiency of a combination of teaching methods. However, the high demand from students in the field study shows that students are open to virtual reality as a tool beyond traditional teaching methods.

Follow this link to download APK for Quest2 and/or Executable for HTC Vive

The potential of using virtual reality in the school context is assessed heterogeneously from a scientific point of view. Especially the embedding in existing didactic approaches, the concrete design of the support system as well as the competence of the teachers are relevant. But it is undisputed that virtual reality opens up new possibilities to visit different out-of-school learning locations. However, it is not yet clear whether these opportunities have a significant impact on learning success. In this paper, three research questions about the learning effect and the essential criteria for the use of virtual reality are investigated in a qualitative field experiment with a virtual reality learning unit about our solar system. The field experiment follows a classical A/B testing approach with pre- and post-tests. The results show that virtual reality can contribute to students‘ knowledge transfer. However, this contribution does not show a higher learning success compared to a classical didactic approach. Another result shows that combining virtual reality learning applications with a traditional teaching approach can be very successful. However, as long as virtual reality is a new experience for most students, the use of VR goggles leads to cognitive overload.

Follow this link to download APK for Quest2

As a new form of experience and action-oriented learning, Virtual Reality (VR) is finding its way into classrooms. In the past, research at Swiss elementary schools has shown that VR could have a promising application there. With the expansion of Curriculum 21 for children with complex disabilities, there is a didactic basis for schools for children with special needs since 2019. This provides an opportunity to investigate the use of VR in the context of such a school. The goal of this paper is to develop and implement a VR learning unit for children with complex disabilities. This is to demonstrate whether a positive impact can be observed and the use of this technology should be pursued in this context.

Download Prototype for HTC Vive

Für die Lerneinheit „Mikroplastik“ und „So klein – so gross“ wurden zwei Feldexperimente zur Messung der Wirksamkeit von VR-Lerneinheiten auf die Lernzielerreichung durchgeführt. Beide Feldexperimente konnten keine eindeutige Korrelation feststellen. Es konnten jedoch interessante weitere Wahrnehmungen festgehalten werden.

Die zwei Arbeiten finden sich unter den folgenden zwei Links:

• Einfluss von immersiven VR-Systemen auf den Lernerfolg in der Volksschule
• Untersuchung des Lernerfolgs von immersiven Lehrmethoden

Der Prototyp, Pfad der Wahrscheinlichkeit, gibt Einblick, wie eine solche Welt aussehen und funktionieren könnte. Die Schülerin oder der Schüler begibt sich in der virtuellen Welt auf einen Wahrscheinlichkeitsbaum und beschreitet dessen Pfade. Link

Im Rahmen einer Masterarbeit am Institut für Wirtschaftsinformatik der ZHAW wurde eine VR-Lernumgebung zum Thema „Integrative Förderung in der Mathematik mittels Virtual Reality“ entwickelt. Hier der Link zur Erklärung und zum Downloadbereich des Prototyps: Link.