Comparing the Efficacy of Traditional Methods with Virtual Reality-Based Methods for Teaching the Psychology of Visual Perception

Abstract

Virtual Reality (VR) technology shows considerable promise as a pedagogical tool but requires further testing to better understand its efficacy in educational settings. Further research is needed to determine whether the promising results obtained in educational contexts are due to the technology itself or a byproduct of its interactive nature. In this extended abstract, we investigated whether the use of VR enhanced the teaching of concepts in the psychology of visual perception when compared to two traditional methods of learning with interactive components. To achieve this, sixty participants were split into three groups (lecture learning, VR learning, and video learning) to learn about stereovision. Results showed that significant learning occurred across all three groups, but that one group was not superior to the others in terms of knowledge acquisition. Self-reported engagement level did not differ between groups, and cybersickness was not found to impact participants. These results indicate VR technology to be an appropriate, but not superior, alternative to lecture-style and video-based supplementary activities.