Investigating the relationship between students’ preferred learning style on their learning experience in virtual reality (VR) learning environment

Abstract

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different preferred learning styles by measuring various dimensions of technology mediated approach. The learning outcomes were measured through academic performance, and affectively through “learning experience” and “perceived learning”. “Learning experience” in VR was measured through perceived realism, immersion, interaction, presence, engagement, enjoyment, ease of use, usefulness, technology functionality, task-technology fit and attitude towards using the technology. A pretest-posttest design was employed for this study. Students were categorized based on their preferred learning style and their responses were compared. Results presented here are based on data collected from 130 students (grade 5–11) in NSW, Australia. As the result of our analysis indicates, regardless of students’ preferred learning style, students similarly benefited from VR and their learning experience and learning outcome did not differ significantly.