Virtual reality (VR) has provided new forms of visual representations that transform astronomy education, and the electroencephalogram (EEG) signals can be helpful to explore the attention required in virtual learning environment. This study aims to investigate the differences in learning performance and attention of students using 2D and VR to learn astronomy through neuroscience methodology. 24 university students (male = 11, female = 13, mean age = 25) were randomly assigned in group A (a 2D traditional textbook) or group B (a 3D video through a VR device) to learn a Solar system lesson with identical visual and audio content. They were connected to the EEG system (Smart BCI) during this process. Pre- and post-tests were employed to measure leaning performances. The results show that participants in group B significantly performed higher after learning through the VR device, whereas participants in Group A showed no difference. Furthermore, the alpha wave in frontal lobe was significantly higher in group A learning through the traditional 2D textbook than in group B learning through VR. These findings show that EEG alpha signals associated with learner attention may help to identify the application of the merging use of VR in astronomy education.

Authors:
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan
Chloe Shu-Hua Yeh, Bath Spa University School of Education, United Kingdom
Wen-Syuan Wu, National Kaohsiung Normal University, Taiwan

About the Presenter(s)
Ms. Wen-Syuan, Wu is currently a master's student at the Institute of Science Education and Environmental Education at National Kaohsiung Normal University.

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