IMMERSIVE VIRTUAL REALITY SIMULATION OF CHARGED PARTICLES: DESIGN GUIDELINES AND USER EXPERIENCE

Learning STEM concepts can be challenging due to their abstract and counterintuitive nature. Computer-based learning has emerged as a method to improve students’ comprehension of these topics. Still, technological tools require support from pedagogical strategies, technology affordances, sound design, and structured activities to teach STEM concepts effectively. Among these technologies, immersive virtual reality (IVR) has emerged as a means to provide engaging and immersive experiences for learning and training. To investigate the influence of IVR and its potential benefits for STEM education, we designed and developed an IVR experience focused on training and learning for conceptual understanding of complex STEM topics. Specifically, the author targeted the domain of electricity and magnetism by simulating charged particles (CPs) interactions and electric fields (EFs) representation. The theoretical framework of embodied learning guided both the design of the learning tools and the research methodology. The IVR tool was evaluated regarding user experience and its designed affordances across three user studies. The author has published these user studies as conference and journal papers during his Ph.D.The results suggest that the IVR lessons enhanced the participants’ conceptual understanding of CPs, and the design affordances were considered intuitive and usable for the learning objectives. Additionally, the results indicated higher workload rates when interacting with IVR, particularly with 3D representation, compared to desktop activities. However, IVR also demonstrated greater engagement, emotional response, and presence. Furthermore, we observed no significant differences in self-reported user experience metrics across the in-VR assessment formats. However, participants achieved higher grades when interacting with the assessment with 3D models, including significantly more movement inside the virtual environment. Finally, we provided insights into designing IVR experiences that promote conceptual understanding of complex STEM topics based on embodied learning principles.