The Use of Virtual Reality at Lower Secondary Schools

This chapter examines the use of virtual reality (VR) at Swiss lower secondary schools. Many years of research appear to have produced only limited data on the effects of VR technology on children’s learning success. It is assumed that VR supports the learning theory of constructivism because it allows immersion, interaction, 3D representation, and adoption of multiple perspectives. To investigate the topic, a prototype has been developed for a “Nature and Technology” learning unit on the subject of plastics and their effects on the environment. Divided into five learning blocks, the learning unit provides students with knowledge about the composition, production, and recycling of plastics. In addition, it explores the related environmental consequences and possible solution strategies. Ideas for possible VR applications were developed for each of these blocks. This vision was discussed in four interviews with teachers. The resulting VR application was commented on and evaluated by 19 students of the same class. In a second phase, the teaching unit incorporating VR was compared to a conventional unit by means of a field experiment and two random sample tests measuring impact on the learning success of 82 students. Their learning success was not found to have improved significantly.