New Perspectives in Science Education

Virtual reality (VR) uses 3D visual effects to simulate real-life situations, allowing its users to interact with virtual objects and avatars in the 3D world through the sense organs and special equipment such as the head-mounted display (HMD) and cardboards. In this study, a virtual wetland ecological system was developed using the VR 360 technology and game-based learning theory. The learning contents of the wetland ecological system include (1) Jincheng Lake Bird Watching Area, (2) Hsiang Shan Wetland, and (3) Xinfeng Mangrove Nature Reserve in Hsinchu, Taiwan and the objective is for the user to explore the virtual scenes autonomously to obtain the knowledge of the wetland creatures and important concepts of environmental protection. In this study, an empirical research was performed where a number of 42 first-grade students from a junior high school in Pingtung County, Taiwan were used as the research samples. They were divided into two groups with 21 students in the experimental group (learning with the virtual wetland ecological system), and the remaining 21 students in the control group (learning with regular teaching materials). This study used the quasi-experimental design as the research method to compare the differences in learning effectiveness and learning motivation between the two groups. The research tools include the achievement test and the questionnaire survey. The experimental results indicate: (1) the experimental group showed a high degree of satisfaction using the virtual wetland ecological system; (2) the experimental group’s learning effectiveness was significantly higher than that of the control group; (3) the experimental group’s learning motivation was also significantly higher than that of the control group. The virtual wetland ecological system can increase the learning motivation and effectiveness of students through active and autonomous exploration, so it is a suitable assistant tool for environmental education.

Keywords: virtual reality, wetland ecology, environmental education, game-based learning, learning achievement, learning motivation.

References:

• Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364.
• Tarng, W., Tsai, C. F., Lin, C. M., Lee, C. Y., & Liou, H. H. (2015). Development of an educational virtual transmission electron microscope laboratory. Virtual Reality, 19 (1), 33-44.
• Cheng, C. H., & Su, C. H. (2012). A Game-based learning system for improving student's learning effectiveness in system analysis course. Procedia-Social and Behavioral Sciences, 31, 669-675.
• Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758.