The emerging virtual reality (VR) astronomy teaching instruction is often combined with traditional 2D materials to facilitate learners’ experiences and performance. The purpose of this study is to use EEG to explore the influences of different teaching sequences of 2D and VR on students’ astronomy learning performances. Total of 24 participants were randomly assigned to Group A learning the solar system lesson through a 2D text-book followed by a 3D video in a VR device, or Group B learning with VR device first followed by 2D instruction. They were Smart BCI EEG caps to measure their attention level during this process. Both groups completed pre-, mid-, and post-tests to measure learning performances after each type of instruction. The results show that, in terms of brain attention, there is no significant difference of alpha wave associated with attention signals between group A and group B. The learning performances of both groups showed an overall improvement with no significant differences between the groups. There was a decrease of test score in Group A after VR followed by 2D instruction, whereas the test score in Group B continued to rise after 2D followed by VR. These findings show that instructions in the sequence of VR then followed by 2D improved learner performances. The implication of this study provides practical suggestions in designing VR and 2D astronomy teaching practices.

Authors:
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan
Pei-Hsuan Ko, National Kaohsiung Normal University, Taiwan
Shu-Hua Yeh, Bath Spa University School of Education, United Kingdom

About the Presenter(s)
My name is Pei-Hsuan Ko. I am currently a graduate student at the Institute of Science Education and Environmental Education at National Kaohsiung Normal University.

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