Evaluating VR-Based Learning Environments Through Multi-Dimensional Student Engagement Analysis

Abstract

A tri-partite engagement framework, which includes cognitive, emotional and behavioural dimensions, was accustomed to appraising the efficacy of the Virtual Reality (VR) pedagogy. Conversely, traditional teaching models have difficulties of learning fatigue and cognitive complexity, while the VR environment can create an immersive feedback and adaptive interaction, so that “learning by doing” is realized. The study was conducted as a pilot study using a quantitative survey design supplemented by qualitative responses with 40 undergraduates for reliability assessment and preliminary engagement evaluation. The primary objective was to test and validate a 35-item engagement questionnaire including both 5-point Likert scales and open-ended dimensions. Results show that the engagement is high on all levels: affective (M=4.64), cognitive (M=4.49) and behavioural (M=4.22), and averaged (M=4.45) for the entire system. Reliability of the engagement framework $(\boldsymbol{\alpha} \geq \mathbf{0. 8 5})$ is achieved through consistency of internal. The results suggest the efficacy of immersive in reconciling theory with practice and has broad application value by changing the educational paradigm from content transmission to student-centered learning environment.