VR-based learning environment for beginning driver instruction¶

Element · All elements
Evidence · 5 claims (5 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

A desktop VR-based learning environment developed to teach traffic rules and traffic signs to beginning car drivers in Malaysia, addressing limitations of the existing lecture- and reading-based program. In the guided mode it "provides additional navigational aids in the form of a tracer that provides a real-time indicator of the virtual vehicle position on a map, and directional arrows"; the non-guided mode is identical except without these aids. Learning was assessed with a 15-question VR-based pre/post test showing three-dimensional road scenarios.

Design Implications¶

Context¶

Requirements¶

• Learners receive training on navigation of the virtual environment before the treatment

Constraints¶

• The study's groups were intact classes without pre-experimental sampling equivalence

Target Learners¶

• Form Four secondary students who had not undergone the driver instruction program

Target Learning Goals¶

• Identifying errors in traffic rules and traffic signs in three-dimensional road scenarios

Affordances¶

• Kolb Experiential Learning Cycle Styles

Claims¶

• Accommodator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes [+W]
• Assimilator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes [+W]
• In the VR (guided exploration) mode, assimilator and accommodator learners did not differ significantly in gain score [+W]
• No significant interaction between learning mode and learning style on gain scores, while the learning-mode main effect was significant [+W]
• VR (non-guided exploration) did not differ significantly from Non VR for either assimilator or accommodator learners [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Chwen Jen Chen, Seong Chong Toh, & Wan Mohd Fauzy Wan Ismail. (2005). Are Learning Styles Relevant To Virtual Reality? Journal of Research on Technology in Education, 38(2). https://eric.ed.gov/?id=EJ728898