Comparing Virtual and Augmented Reality: Learning and Interaction Effects in Astronomy Classrooms

Abstract

There is growing interest in the educational applications of immersive virtual reality (VR) and augmented reality (AR). However, there have been scarce empirical studies that directly compare the learning affordances of AR and VR. This study examines how AR and VR versions of the same astronomy simulation affected learning and collaborative behavior in undergraduate astronomy classrooms. Results showed that both environments were effective for supporting student understanding of key astronomy ideas and problem-solving strategies (e.g., determining one's latitude and longitude). Students who used AR had stronger learning gains on the more challenging assessment items compared to the groups of students who used VR. Additionally, students who used AR made explicit attempts to reconcile their viewpoint with their group members' viewpoints through gesture and referencing each other's perspectives, whereas VR users relied more on verbal coordination.