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. REFERENCES [1] [2] [3] [4] [5] M. Letsoalo J. Masha, and R. Maoto, “The overall performance of grade12 mathematics and physical science learners in south africa’s gauteng province,” African Journal of Gender, Society & Development, vol. 8, no. 1,p. 9, 2019. J. E. LeDoux, “Brain mechanisms of emotion and emotional learning,” Current opinion in neurobiology, vol. 2, no. 2, pp. 191–197, 1992. J. M. Lodge, G. Kennedy, L. Lockyer, A. Arguel, and M. Pachman, “Understanding difficulties and resulting confusion in learning: an integrative review,” in Frontiers in Education, vol. 3. Frontiers, 2018, p. 49 A. M. Isen, K. A. Daubman, and G. P. Nowicki, “Positive affect facilitates creative problem solving.” Journal of personality and social psychology, vol. 52, no. 6, p. 1122, 1987. R. Pekrun, “Progress and open problems in educational emotion research,” Learning and Instruction, vol. 15, no. 5, pp. 497–506, 2005. [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] N. R. Councilet al., How people learn: Bridging research and practice. National Academies Press, 1999. J. E. Newhagen and S. Rafaeli, “Why communication researchers should study the internet: A dialogue,”Journal of computer-mediated communication, vol. 1, no. 4, p. JCMC145, 1996. F. Mantovani, “12 vr learning: Potential and challenges for the use of 3denvironments in education and training,” Towards cyberpsychology: mind, cognition, and society in the Internet age, vol. 2, no. 207, 2001. C. J. Bonk, N. Hara, V. Dennen, S. Malikowski, and L. Supplee, “We’re in title to dream: Envisioning a community of practice, the intraplanetary teacher learning exchange,”CyberPsychology and behavior, vol. 3, no. 1, pp.25–39, 2000. W. Winn, “A conceptual basis for educational applications of virtual reality,” Technical Publication R-93-9, Human Interface Technology Laboratory of the Washington Technology Center, Seattle: University of Washington,1993. S. Stansfield, D. Shawver, A. Sobel, M. Prasad, and L. Tapia, “Design and implementation of a virtual reality system and its application to training medical first responders,” Presence: Teleoperators & Virtual Environments, vol. 9, no. 6, pp. 524–556, 2000. M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes, “Learning and building together in an immersive virtual world,” Presence: Teleoperators & Virtual Environments, vol. 8, no. 3, pp. 247–263, 1999. V. S. Pantelidis, “Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality,” Themes in Science and Technology Education, vol. 2, no. 1-2, pp. 59– 70, 2010. J. S. Bruner et al., Toward a theory of instruction. Harvard University Press, 1966, vol. 59. M. C. Salzman, C. Dede, R. B. Loftin, and J. Chen, “A model for understanding how virtual reality aids complex conceptual learning,” Presence: Teleoperators & Virtual Environments, vol. 8, no. 3, pp. 293–316, 1999. K. M. Osberg, “Virtual reality and education: A look at both sides of the sword,” Seattle, WA: Human Interface Technology Laboratory Technical Report, 1993. R. C. Schank, “The virtual university,” CyberPsychology and Behavior, vol. 3, no. 1, pp. 9–16, 2000. J. E. Newhagen and S. Rafaeli, “Why communication researchers should study the internet: A dialogue,”Journal of computer-mediated communication, vol. 1, no. 4, p. JCMC145, 1996. C. Christou, \Virtual reality in education," in Affective, interactive and cognitive methods for e-learning design: creating an optimal education experience. IGI Global, 2010, pp. 228{243. H. H. Mei and L. S. Sheng, \Applying situated learning in a virtual reality system to enhance learning motivation," International journal of information and education technology, vol. 1, no. 4, pp. 298{302, 2011. J. T. Bell and H. S. Fogler, \Ten steps to developing virtual reality applications for engineering education," in Proceedings of the American Society for Engineering Education Annual Conference, 1997. J. Psotka, \Immersive training systems: Virtual reality and education and training," Instructional science, vol. 23, no. 5-6, pp. 405{431, 1995. M. Bricken and C. M. Byrne, \Summer students in virtual reality: A pilot study on educational applications of virtual reality technology," in Virtual reality. Elsevier, 1993, pp. 199{217. G. Salomon, D. N. Perkins, and T. Globerson, \Partners in cognition: Extending human intelligence with intelligent technologies," Educational researcher, vol. 20, no. 3, pp. 2{9, 1991. M. C. Salzman, C. Dede, R. B. Loftin, and J. Chen, \A model for understanding how virtual reality aids complex conceptual learning," Presence: Teleoperators & Virtual Environments, vol. 8, no. 3, pp. 293{316, 1999. T. Erickson, \Artificial realities as data visualization environments: Problems and prospects," in Virtual Reality. Elsevier, 1993, pp. 3{22. T. W. Malone and M. Lepper, \Making learning fun: A taxonomy of intrinsic motivations for learning. aptitude, learning and instruction iii: Cognitive and affective process analysis," 1987. S. D. Piovesan, L. M. Passerino, and A. S. Pereira, \Virtual reality as a tool in the education." International Association for Development of the Information Society, 2012. [29] E. Gay and R. Santiago, \Vr projects at natrona country, wyoming," Sci-Vr Apps Bulletin, 1994. [30] C. Zucchermaglio, \Toward a cognitive ergonomics of educational technology," in Designing environments for constructive learning. Springer, 1993, pp. 249{260. [31] D. Trowbridge and B. Sherwood, \Emfield [computer software]," Raleigh, NC: Physics Academic Software, 1994. [32] R. de Lange, \Towards a theoretical framework for virtual reality in education - robin de lange," 2016. [Online]. Available: http://www.robindelange.com/towards-theoretical-frameworkvirtualreality-education/ [33] ||, \The investigation and application of virtual reality as an educational tool," in Proceedings of the American Society for Engineering Education Annual Conference, 1995, pp. 1718{1728. [34] T. Leung, F. Zulkernine, and H. Isah, \The use of virtual reality in enhancing interdisciplinary research and education," arXiv preprint arXiv:1809.08585, 2018.J. Clerk Maxwell, A Treatise on Electricity and Magnetism, 3rd ed., vol. 2. Oxford: Clarendon, 1892, pp.68–73. .