Virtual reality simulation-based learning

Abstract

The use of virtual reality (VR) and augmented reality (AR) to improve learning is a topical issue in Higher Education. This paper aims to assess the impact of virtual reality simulation (VR-SBL) on student learning and satisfaction. To this end, two cases are presented that have been carried out at Universidad Europea de Madrid (UEM): the first consists of training experience to provide first aid in the event of a traffic emergency through the use of immersive virtual reality technology, where a comparison has been made between how students learn with this new methodology concerning the traditional master class. The second case is the simulation of accidents in a laboratory using virtual reality desktop technology, where a comparison has been made between how students learn with this methodology for simulation of such accidents in the real laboratory. In both cases, a quasi-experimental design with an experimental group and a control group has been used. Also, a pretest-posttest design has been applied, consisting of a knowledge test before the experience (pretest) and a knowledge questionnaire after the experience (posttest). To measure satisfaction with the activity and the adequacy of the tools used, a user experience questionnaire was administered. In conclusion, student satisfaction was high in both cases. Besides, in the first case, the experimental group using immersive virtual reality had a significantly better academic performance. As for the second case, no significant differences were found in terms of learning. Therefore, the level of learning in both groups (virtual reality simulation and real scenario simulation) was the same.