Beyond Slideshows - Investigating the Impact of Immersive Virtual Reality on Science Learning

We investigated the effectiveness of immersive virtual reality (VR) for science learning by comparing an VR environment with traditional learning. One group learned about cell biology with a headmounted display using interactive simulation modules in VR, the other with a slideshow presenting the same materials. This study focused on the research question: 'Does learning in immersive VR designed to take advantage of VR affordances lead to higher learning outcomes and affective outcomes compared to traditional instruction?' In a quasi-experimental between-subject control group design $(\mathrm{N}=63)$, we measured students' recall, comprehension, interest, motivation, and experienced emotions. Results indicate that the VR group scored significantly higher than the control group on some dimensions of the post assessment. In addition, VR learners reported higher scores of positive affect and interest. The results of this study support the idea that an affordances approach to the design of VR for learning results in increased learning outcomes and that by using such an approach, VR can be a viable tool for science learning.