Virtual Reality Science Laboratory: Its influence on
Education
Nonsikelelo Alpha Mkhatshwa
Department of Computer Systems
Engineering
Tshwane University of Technology
Pretoria, South Africa
mkhwatshwaalpha@gmail.com
Mmeshi Koketso Tswai
Department of Computer Systems
Engineering
Tshwane University of Technology
Pretoria, South Africa
ktswai7@gmail.com
Pius Adewale Owolawi
Department of Computer Systems
Engineering
Tshwane University of Technology
Pretoria, South Africa
owolawipa@tut.ac.za
Temitope Mapayi
Department of Computer Systems
Engineering
Tshwane University of Technology
Pretoria, South Africa
tmapayi@yahoo.com
Abstract— Teachers are usually astounded to discover
regardless of their interventions, learners fail to fully
understand most of what they are being taught the classroom.
Even the best learners that can provide correct are just utilizing
their ability to retain information temporarily which is known
as “cramming”. When the learners are asked more deeply about
the information being learned, they realize that they are unable
to see completely the fundamental ideas, most so in science
subjects. Studies show that virtual reality (VR) has a solid
potential for assisting students with improving their skills and
knowledge.
The purpose of this paper endeavours to construct a model
of a VR learning framework for education and to empower
learners to utilize intuitive interactions between the system and
the real world.
The framework will consist of a science laboratory which
will be focused on three topics, which are Newton's laws of
motion, electrodynamics, and organic chemistry. Each topic will
consist of simulations that portray the theoretical background
as to how they apply in our everyday lives. The learner will be
given a head-mounted display (HMD), which serves as a display
device to immerse the learner into the virtual environment. The
learner will be given hand controllers to interact with certain
objects or functions inside the VR simulated laboratory.
The outcomes indicate that utilizing VR can encourage
inspiration to figure out how to create learner abilities in
simulating learning models and learning can be proficient and
effective. VR can likewise improve learners for teaching
practices and train learners to enhance learning models utilized
in science.
Keywords— virtual reality, education, science laboratory,
simulations, HMD, controllers, immerse.
I. INTRODUCTION
The most highly regarded subjects that contribute highly
to the economy and growth of numerous countries are known
as STEM subjects which means Science, Technology,
Engineering and Mathematics. The most critical issues is to
develop and expand the workforce of STEM for developing
countries, industry leaders, researchers and teachers [1].
Regardless of the huge increases that learners have made in
schooling and the labour force over the previous years,
progress has been lopsided, and some disciplines in science
remain immensely low in certain countries of the world.
uMalusi thrilled that there was an improvement in the
science and maths marks of South Africa, however, the
genuine numbers indicate that things are deteriorating. The
outcomes from the 2017 matric tests show that both the
arithmetic and actual sciences scores improved, with 51.9%
and 65.2% of learners passing the subject – accomplishing
over 30% – up from 51.1% and 52.3% in 2016. That being
said, fewer students took the exams in both subjects this year
than the previous year, resulting in the lowest number of
genuine passes (number of students passing) since 2014 for
mathematics and 2015 for science. Around 75,000 fewer
matrics wrote the tests in 2017 than in 2016, however, the
number of enlistments for the tests was uniquely somewhere
near 25,000 or so applicants, demonstrating a considerable
drop-off among enrolment and writing. It is very much
announced that with regards to maths and science, South
Africa's presentation is among the most exceedingly terrible
on the planet to degrees that carry a high demand in the South
African – Whether it's the findings of the World Economic
Forum's competitiveness surveys or the Trends in
International Maths and Science Research (TIMSS). When
looking at the passes in the ranges that provide access to
workspace, the numbers are even more telling. These
problems are not just for South Africa alone, across the globe
there are several countries which suffer similar fates in their
education systems, mostly in developing countries, therefore
this study will not only aim to solve just one region but many
regions across the globe.
While several reasons have been attributed to impact
learners’ ability to efficiently grasp the content of science
related-subjects, the emotional response has been identified to
highly impact the learners’ abilities to efficiently grasp the
contents of the subjects. Emotion, more extensively, assumes
an indispensable part in the reconciliation of new information
with earlier information. This has been discovered to be the
situation in mind imaging studies [2,3], a research centre
based investigations [3,4], and applied instructive
examinations [3,5].
The most common solutions that were being used to try
and solve the problem are mainly, having practical lessons
whereby learners can solve science experiments physically
themselves in the hopes of invoking an emotional response
from the learner, the issues faced with this solution is not all
schools are afforded the tools necessary to perform these
science experiments, which creates a gap between those that
cannot afford and those that can. The other solution was to
introduce video lessons in the classroom or as homework,
there are many implications with that, as the main mode of
delivery for this content is through YouTube, and some
learners don’t have access to data, even still since the learner
is not engaged and not interacting with video content, it does
not invoke the emotional response discussed earlier, which
can contribute to the same problem being faced before the
proposed solution which is lack of focus.
Computer-Assisted Learning (CAL) or Computer-Based
Learning (CBL) has been a significant source of creative
learning tools in education and training since the 1970s.
[6,7,8]. With the creation of different technologies, this
influence is spreading to a broader audience, and it is no longer
limited to providing learning support tools: "recent
technological developments have converged to dramatically
alter the conception of teaching and learning process", Bonk
and colleagues [9] pointed out.
Virtual Reality (VR), according to several authors [10-13],
is a developing and exciting field with a lot of potential for
improving and changing a learner's learning experience:
Virtual Environments (VE) will promote experiential learning
by offering an immersive, rich, and engaging educational
context. As Bruner [14] points out, doing the task improves
the learning process; Through a first-person experience, VR
can provide a platform for learning.
Virtual Reality Environments (VRE) are currently being
used for a variety of purposes, ranging from teaching people
to participating in risky circumstances (e.g., combat exercises
or space exploration missions) to exploring contexts that
would be too costly or difficult to acquire or navigate in the
physical world (e.g., Visiting a castle during the Middle Ages
or taking a stroll on Mars).
The utilization of Virtual Reality progressively widened
from showing basic tasks to the acquisition of complex
abilities, for example, theoretical thinking, perception and
management of complex data spaces [8,15]. Educators and
developers have faced new challenges as a result of this shift
since it turns out to be increasingly more imperative to
comprehend what attributes and highlights such environments
ought to have to fit established educational objectives and
goals.
As Osberg [16] states: “Technology does not, by itself,
improve education, and even the most promising educational
innovation needs a skilful application to be effective.” To
build a compelling VR learning framework system,
collaborative and iterative design is the main points of
contention: developers, educators and learners should be
cooperatively involved, at different stages of development.
As indicated by Osberg [16], “The job of teachers, in this
unique circumstance, is to maintain the emphasis on the
necessities of the learner, not on the actual innovation itself.
The overall point is that of enabling the learners by
maximizing the learning opportunity; establishing
environments, materials, and cycles to make learning
intriguing, inspiring and viable for everyone”. The key tasks
in this interaction are to correct precise and exact learning and
educational objectives, as well as to consider the reason for
using VR; assessing what VR highlights are more relevant and
valuable for learning enhancement within “that” particular
application.
On the other hand, developers and designers, ought to be
concerned with creating ergonomic and functional virtual
environments, as well as the integration of educational and
pedagogical rules and guidelines. These guidelines will be
developed in collaboration with teachers and learners using a
user-centered and goal-based design [17]. Even though “there
is the potential that VR learning environments can be an
incredible and powerful educational experience” [16],
numerous innovative, hypothetical, economical and cultural
difficulties actually must be looked for further integration of
VR into educational and training contexts.
The purpose of this paper is to design and develop a VR
science lab application which will highlight the major
advantages of using virtual environments in education and
training. Several key attributes of virtual environments are
portrayed and discussed concerning educational hypothesis
and pedagogical practices, to build up a potential requirement
for VR learning. To transform the capability of VR features
into educational adequacy, several issues will be examined,
zeroing in on the mind-boggling web of relations inside which
VR learning happens. The relationship between VR and the
learning outcome will be examined using a model [15] that
takes into account the impact and interaction of numerous
different factors, such as the concepts to be learned, the
characteristics of the learners, ease of use, and inspiration.
II. LITERATURE REVIEW
Virtual reality creates simulated environments that allow
for immersive, intuitive, and self-exploratory learning. [18].
In a virtual reality (VR) simulation, a computer creates and
displays an environment in which we can move around and
communicate with objects and simulated people (also known
as "agents" or "avatars") [19]. Mobile-based VR which is
going to be used in this project requires a virtual reality
headset, which is a heads-up display that allows users to
interact with simulated environments and get a first-person
view (FPV). Virtual reality content replaces the user's natural
environment in VR headsets. It provides a relatively
straightforward and risk-free introduction to virtual reality.
Most Android smartphones and iPhone are compatible with
the devices. The different types of VR headsets include
Oculus Rift, Microsoft’s HoloLens, HTC Vive, Samsung
Gear VR and Google Cardboard. VR's real-time interactivity
is a key function that helps learners to better connect with the
learning system [20]. The learner can communicate with
virtual objects directly, put their ideas to the test, and see the
results in real time. The virtual environment offers a perfect
problem space for learners to come up with their own
solutions by altering the state of the virtual world's objects.
Virtual environments simulate the environment in which the
student would eventually operate and provide a secure
environment in which to practice situations that would be too
difficult or risky to conduct in real life [21]. Immersion has
been described as the key-added benefit of VR in multiple
studies [22][23][24][25]. Through visual, auditory, or haptic
devices that represent scene changes in response to user
interaction, immersion provides a sense of immediacy and
control. Another distinctive characteristic of VR is the ability
to interact with spatial representations from various frames of
reference (FOR), which can help the learner gain a better
understanding of the material by offering different and
complementary perspectives [26]. By engaging with
information from different roles and viewpoints, users can
obtain a strong conceptual understanding of the knowledge
and the relationships between its components. Virtual reality
(VR) improves motivation and mindful participation by
delivering challenging, interactive, authentic, and immersive
learning environments. [24][27]. It also enables scenarios that
would be impossible to explore in the real world, such as
exploring a planet like Mars, traveling inside the human body,
underwater explorations or cave explorations, visiting very
small places to be seen (molecules), visiting very expensive or
very far away places, or visiting places from the past
(historical places) [28]. Using only the most basic equipment,
high schools have successfully used VR to stimulate interest
in algebra, geometry, science, and the humanities [29]. These
environments may also be artificial, simulating aspects of the
real world that are not accessible through direct experience.
[30]. Immersive VR systems, for example, can model abstract
phenomena (such as quantum mechanics) that do not have
real-world referents because they cannot be experienced or
perceived by human senses.
MaxwellWorld (MW) is a three-dimensional immersive
virtual reality (VR) system [25] designed to help learners
grasp electrostatic concepts. These concepts are difficult to
grasp because they are abstract, three-dimensional, and lack
real-world references to which learners can anchor their
understanding. In MW, users can create electrostatic forces
and explore electrostatic fields without other phenomena
interfering with their perceived effects. Users can release
positive and negative charges of varying magnitudes into the
virtual environment and then interactively examine the
resulting configuration. Alternatively, users can switch FOR
to become a tiny, charged particle enhancing the saliency of
force and energy as crucial variables. Students demonstrated
more in-depth understanding of electrostatic concepts and
attributed immersive 3-D representations interactivity. The
ability to alternate between multiple perspectives (FORs)
proved to be influential to the learning process. Students
reported that they thought MW was a more effective and
motivating method of learning electrostatic concepts than
either textbooks or lectures. Researchers evaluated the
learning outcomes between MW and a highly regarded and
widely used computer application called EM Field (EMF),
which uses 2-D representations and quantitative values to
indicate strength [31]. Pre and post lesson assessments
indicated MW students developed significantly better
understanding of concepts than EMF students did. The studies
by Lange and Bell et al. [32][21][33] identified key steps to be
followed and questions to be answered in the development and
implementation of VR based educational modules. Beyond
just education, VR is beginning to gain traction in
interdisciplinary research. This is the main contribution of this
study, we want to explore the potential of VR in supporting
interdisciplinary communication, which is vital for
interdisciplinary education and research [34].
III. METHODOLOGY
This section presents the methods utilized in this paper for
the design and implementation of the virtual reality science
laboratory using various software such as unity 3d, Autodesk
3Ds max, blender, adobe photoshop, and visual studio. After
application development, the application will be loaded into
the virtual reality head mounted display (HMD) called the
Oculus Quest 2. A mobile phone and a Wi-Fi connection are
required to set up the HMD for the first time
Fig. 1. Hardware Flow Diagram
A. Material Description (Fig 1)
 Mobile phone: A mobile phone is a handheld
electronic gadget that gives an association with a cell
organization. Mobile phones permit individuals to
initiate phone calls, send instant messages, and access
the Internet. The Oculus quest device needs to be setup
with a mobile phone over the internet which is why we
will be using a mobile phone to establish connection
and for first time setup.
 Wi-Fi connection: Wi-Fi is a wireless systems
administration innovation that permits gadgets like
PCs (laptops and desktops), mobile phones (wearables
and smartphones), and other hardware (printers and
camcorders) to interface with the Internet. It permits
these gadgets and some more to trade data with each
other, making a network, which is what we need for the
set up of the Oculus Quest Device.
 Oculus Quest 2: Oculus Quest 2 is a virtual reality
simulation (VR) headset made by Oculus, a brand of
Facebook Technologies, LLC and replacement to the
original Oculus Quest. It was first announced at
Facebook Connect 7 annual event and shipped
worldwide on the 13th of October, 2020. Similarly, as
with its predecessor, the Quest 2 is fit for running as
both a standalone headset with an inward, Androidbased working framework and with Oculus-viable VR
software running on a PC when connected over a USB
Type C cable. It is a refresh of the first Oculus Quest
with a comparative design, however with a lighter
weight, updated inward specifications, a display with a
higher refresh rate and per-eye resolution, and
refreshed Oculus Touch controllers. This device was
chosen due to its popularity amongst the consumer
market and its improved VR capabilities such as it
being stand alone, and the ability to incorporate hand
tracking features.
 Oculus Link Cable: The Oculus Link Cable is a USB
Type C to C cable that connects the Oculus Quest
Headset to a PC. The Oculus Link cable unlocks the
power of a PC to add stunning graphics and heartpounding gameplay to any VR experience. This cable
is also vital to load the simulation which we have
created from the PC to the Oculus Quest headset.
 Laptop: A laptop is a small personal computer. They
are more portable than traditional desktop computers,
with similar abilities. Laptops can be folded flat for
easy transportation and have a built-in keyboard and
touchpad. Most laptops have enough power for
everyday business administrative, school, or home use.
If a user does graphical work such as 3D rendering, a
more advanced and powerful laptop will be needed.
Since we are doing building a VR simulation that
compromises some 3D rendering, we will need a
powerful laptop that we can easily move around with,
the laptop is where all of our design, texturing, 3D
rending, unwrapping, skinning, rigging and
programming happens.
been adopted by industries outside video gaming, such
as construction, automotive, film, engineering, and
architecture.
 Visual Studio: Microsoft Visual Studio is an integrated
development environment (IDE) from Microsoft. It is
used to develop computer programs, as well as
websites, web apps, web services and mobile apps.
Visual Studio includes a code editor supporting
IntelliSense (the code completion component) as well
as code refactoring.
Fig. 2. Software flow diagram
B. Software Description (Fig 2)
 Autodesk 3Ds Max and Blender: 3Ds Max and
Blender are 3D rending and 3D modelling tools, to
create 3D assets and animate the asset if and when
necessary. These tools will be used to create the
scientific apparatus and simulation object, such as the
3D virtual environments and 3D virtual tools.
 Adobe Photoshop: Photoshop is Adobe's photograph
altering, picture creation and visual design software.
The product gives many picture altering highlights to
raster (pixel-based) pictures just as vector designs. It
utilizes a layer-based altering framework that
empowers picture creation and changing with
numerous overlays that support transparency. We will
use it to create our user interface backgrounds, buttons
and to texture our 3D created assets.
 Unity 3D: Unity is a cross-platform game engine
created and developed by Unity Technologies, it was
first announced in the year 2005 at Apple Inc's
Worldwide Developers Conference in the month of
June, as a Mac operating system exclusive game
engine. From 2018, the engine had been expanded to
support more than 25 different platforms. This engine
can be used to create 3D, 2D, virtual reality, and
augmented reality applications or games, as well as
simulations and other experiences. The engine has
Fig. 3.
System Overview Flowchart
C. Methodology Description
In Fig 3, a scenario is described where a student has to
open the application. The student has 3 options to choose from
which are Newton’s Laws of Motion, Electrodynamics, and
Organic Chemistry. The first section contains the three laws
of motion, the second section contains AC and DC circuit
where the student will have to assemble the parts, the third
section contains molecular structures. After each section the
student will take a quiz to assess his/her understanding of the
learning content.
If a student a student fails the quiz after each section the
have the option to move on or repeat the quiz, from the will
choose whether they want to continue with different
experiments or they want to quit the application if the user
decides to quit the application, the application will stop,
otherwise the student will be taken to the menu to select
different simulation.
TABLE I.
PROPOSED VIRTUAL REALITY SCIENCE LABORATORY
SURVEY
Poor
Fair
Good
Is the system user friendly
Questions
0
2
5
Is interaction with environment objects smooth?
0
0
7
Is subject matter content presented well?
0
1
6
Is subject matter content easy to understand?
0
0
7
0
0
7
Fig. 5. In app Snapshot of Newton’s 2nd law of Motion
0
1
6
0
0
7
Fig 5 is a snapshot of the Newton’s Second law of motion
experiment using two balls of different mass to show how the
force on impact will be affected with different masses.
Is sound and voiceovers audiable?
0
0
7
Are voiceovers easy to undertsand?
0
0
7
Are graphical representations clear?
0
1
6
Is the system better at dilivery of content than
traditional modes of dilevery?
0
0
7
Does the system suite your learning style?
1
1
5
Do you think the system can aid you in tackling
physical experiments better?
0
3
4
Overall, how satisfied are you with the system?
0
0
7
Is the subject matter information adequate
enough for specific topic?
Does the quizez in the simulations give you an
indication of where are your strengths and
weaknesses?
Is the system vissually attractive and engaging
?
IV. RESULTS AND CONCLUSION
Table 1 show the results of the survey that was given to 7
former matric student who tested the system and where then
given the survey. The graphical results of the survey are
shown in Fig 8.
Fig. 4. In app Snapshot of Newton’s 1st law of Motion
Fig 4 is a snapshot of the Newton’s first law of motion
experiment using the concept of the balling game to explain
how certain factors affect like mass and friction affects how
the ball move.
Fig. 6. In app Snapshot of Newton’s 3rd Law of Motion
Fig 6 is a snapshot of the Newton’s Third law of motion
experiment using Newton’s Cradle to show the concept of
every action has an opposite and equal reaction.
Fig. 7. In app Snapshot of an AC Circuit in Electrodynamics
Fig 7 is a snapshot of an AC circuit, here the student
connected the specific components and a graphical result is
show for the electromagnetic flux (EMF) is generated in
cycles.
[6]
[7]
[8]
[9]
[10]
[11]
Fig. 8. Survey of Users’ Response on the VR System
Majority of the students that were surveyed (Table 1 and
Fig 8), show that they enjoy the system as compared to the
more traditional ways of learning practical experiments
theoretical. All the seven students felt confident that after
experiencing the system, they will be proficient enough to the
physical experiments in the real world with more
understanding. Overall tall the students were satisfied with the
VR system.
[12]
[13]
[14]
V. CONCLUSION
This paper focused on experiment competency
development in Physical Sciences subject which is known as
one of the STEM subjects through the use of the VR
application System. The aim of this paper was to conduct a
comparative study of the same subject to present the
difference between the effects of a VR based method of
teaching and a traditional method of teaching science. To
achieve this goal, a survey was developed that included 14
questions. Two research methods were used for this study,
namely, the focus group interview, and comparative study.
The participants were former grade 12 students. The data was
collected and tabulated through the survey forms developed.
A significant difference was observed between competency
development using VR based teaching method and a
Traditional based teaching method of practical experiments.
The VR System works efficiently of the traditional way of
teaching when it comes to practical experiments, however, the
effectiveness of it when it comes to the theoretical concept or
even mathematical is yet to be proven, which is something we
would like to achieve in a future paper.
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