Investigating the Effectiveness of Desktop Virtual Reality for Teaching and Learning of Electrical/Electronics Technology in Universities

Abstract

This study compared efficiency of desktop virtual reality with a conventional classroom learning practice for the teaching and learning of electrical/electronics technology. This was measured through academic achievement, learning interest, and engagement. A quasi-experimental design was employed for this study. Four universities were used for the study. The students were within the ages of 17 to 24 years. Students were assigned to either an experimental or comparison group based on intact classes. A total of 149 students participated in this experiment; however, only 142 samples could be analyzed. Seven samples were not analyzed due to incomplete instruments answered and absenteeism. Seventy-four students were in the virtual reality group while 68 students were in the non virtual reality group. The sample was 78.52% and 21.48% in males and females, respectively. Analysis of covariance was used to test three formulated hypotheses on effects of desktop virtual reality on the learning effectiveness of the students. There was a significant difference in academic achievement, learning interest, and learning engagement between the two groups. It was established that desktop virtual reality positively affected students’ academic achievement, learning interest, and engagement of students in electronics technology. It was suggested that virtual reality should be adopted to augment laboratory practices for the teaching and learning of electrical/electronics technology in Nigerian universities.

Keywords:

• Desktop virtual reality
• Nigerian universities
• electrical/electronics technology
• academic achievement
• learning interest
• engagement

Acknowledgements

The researchers express gratitude to Mastersoft, Nigeria for designing and releasing the experimental version of the VD-Circuit software that was used for this research. Thanks also go to Ebonyi State University, Nigeria, for supporting this study.

Disclosure statement

No potential conflict of interest was reported by the authors.