Instructional Design, Learning Satisfaction, and Learning Outcome in a Virtual Reality Learning Environment Aimed at Improving the Cognition of Computer Hardware Components

Cheng-Hsiu Li

doi:10.46604/ijeti.2023.10247

Authors

Cheng-Hsiu Li Department of Information Management, National Taitung Junior College, Taitung, Taiwan

DOI:

https://doi.org/10.46604/ijeti.2023.10247

Keywords:

virtual reality, immersive experience, cognitive learning, learning outcome, computer hardware component

Abstract

The integration of teaching materials with virtual reality (VR) technology is a common method for improving student interaction in courses, providing students with experience related to real-life spatial environments in class. This study developed a cost-effective and portable device that offers an immersive VR experience for learning the identification of computer hardware components. This device enables teachers to train technicians in computer hardware fabrication. The experimental group comprised 12 participants. According to the results of the learning satisfaction analysis, the students highly enjoyed the immersive learning experience. Descriptive statistics and the Wilcoxon matched-pairs signed-rank test are used for statistical analysis. Analysis of cognitive learning outcomes indicated that all students accurately identified all computer components after the intervention. By using the immersion teaching method, teachers could considerably improve the learning outcomes of students related to their cognition of computer hardware components.

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