BRM RESEARCH SURVEY BASED PROJECT

ON
FUTURE OF VIRTUAL REALITY IN EDUCATION

SUBMITTED BY:
Akarsh Bhatt :PGFB2107
Gurpreet Kalra :PGFB2123
Sparsh Channa :PGFB2152
Yash Tomar :PGFB2159
Yashika Mehrotra :PGFB2160

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INDEX:

CONTENTS
1. Literature review
2. Identify gap in literature and state your Research Objectives
3. Conceptual framework, Research Hypothesis
4. Create a short survey, administer it
5. analyze the data,
6. write up the results.
7. References
8. Annexures

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STEP 1. LITERATURE REVIEW:
Virtual Reality (VR) is a type of computer technology that simulates an environment. It creates an artificial
computer-generated world in which people can engage and experience.Users are not simply observing a screen
in front of them; they are engaged in and able to interact with that thrilling three-dimensional world. By
replicating as many senses as possible, including vision, hearing, touch, and even smell, the computer becomes
a gatekeeper to this artificial world.
Immersive and creative digital tools such as 3D learning environments, virtual reality, augmented reality, and
mixed reality enable students to comprehend theoretical topics more quickly and thoroughly through
experiential learning. Immersive learning accelerates the learning process by including interactive and
interesting content that encourages experimentation, practise, and self-directed learning. This appeals to the
voracious curiosity of young learners and, because repeated instances of connecting with essential concepts are
possible, allows learners to work at their own speed and degree of expertise.
The Benefits of using Virtual Reality for Students:
• Increased knowledge in a certain field
• Experiential learning rather than passive knowledge
• Assists in the comprehension of difficult concepts, subjects, or theories
• Distractions are prohibited during the study
• Increases students' inventiveness
• Increases learners' effectiveness in acquiring knowledge
• Increase interest in previously uninteresting disciplines such as science
• Increase students' comprehension level
• Enhance teachers' teaching abilities through the use of virtual reality by giving a high degree of knowledge.
• Increasing memory capacity by associating emotions with education.
• It takes relatively little time to comprehend extremely complex subjects.
• Receive instruction in accordance with the textbook syllabus, including its corresponding atmosphere and
practical’s.
• Entertainment value, virtual tour, and pre-existing game-based teaching.
• Increase a student's capacity for imagination.
Disadvantages of using VR for Students:
1. Reduces the value of human connection - At the current stage of virtual reality technology, users are
primarily connected to the programme, which can offer significant difficulties in a classroom setting. This may
change as technology advances, but if learners are primarily tied to the virtual environment, learner interactions
will be discounted.

2. Lack of adaptability - Due to the pre-programmed nature of the software, questions and responses are
limited to those already written into the system. Students who have difficulty comprehending what they see in
the virtual world will be unable to ask and get responses to these inquiries.

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3. Dependence - As is the case with the majority of forms of technology, a key worry is frequently addiction.
Students can quickly develop an addiction to digital technology, particularly if their interest in the virtual world
outweighs their interest in the physical world.

4. Exorbitant - The current state of VR technology is still developing, and as more rivals enter the market, the
technology will become more affordable. At the moment, only wealthy schools will be able to integrate
technology into their curricula. Years of research would be required to ensure that the technology is equally
accessible to wealthy and impoverished schools.

5. Optical health - Some students who have worn virtual reality goggles for an extended period of time have
reported experiencing some type of effect on their eyes. While this has not been confirmed, if the effects of
extended computer screen viewing apply in this circumstance, it would be prudent to avoid lengthy use of VR
goggles.
A total of 39 participants completed the FUTURE OF VIRTUAL REALITY IN EDUCATION Questionnaire
out of which 15 were Males and 24 Females.

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STEP 2.
RESEARCH TOPIC:
FUTURE OF VIRTUAL REALITY IN EDUCATION
GAP ANALYSIS:
None of the research paper had Indian perspective. Above all, students were asked their experience but were
not asked to put forth their views whether they willingly accept it or not. Whether they genuinely acknowledge
the impact of VR and they want it to get implemented in their educational pedagogy.
RESEARCH OBJECTIVES:
To know whether
1. Students want Virtual Reality to be implemented in their educational pedagogy.
2. If Virtual Reality is implemented in their educational institutions, then will they accept it.
STEP 3.
FRAMING OF HYPOTHESIS:
1. Hypothesis for grades and acceptance of virtual reality.
H0: Grades will not have significant impact on the Acceptance of Virtual Reality.
H1: Grades will have significant impact on the Acceptance of Virtual Reality.
2. Hypothesis for relevant skills and acceptance of virtual reality.
H0: Relevant Skills will not have significant impact on the Acceptance of Virtual Reality.
H1: Relevant Skills will have significant impact on the Acceptance of Virtual Reality.
3. Hypothesis for mental health and acceptance of virtual reality.
H0: Mental Health will not have significant impact on the Acceptance of Virtual Reality.
H1: Mental Health will have significant impact on the Acceptance of Virtual Reality.
4. Hypothesis for engaging design and acceptance of virtual reality.
H0: Engaging Design will not have significant impact on the Acceptance of Virtual Reality.
H1: Engaging Design will have significant impact on the Acceptance of Virtual Reality.
5. Hypothesis for retention power and acceptance of virtual reality.
H0: Retention Power will not have significant impact on the Acceptance of Virtual Reality.
H1: Retention Power will have significant impact on the Acceptance of Virtual Reality.
6. Hypothesis for personal touch and acceptance of virtual reality.
H0: Personal Touch will not have significant impact on the Acceptance of Virtual Reality.
H1: Personal Touch will have significant impact on the Acceptance of Virtual Reality.
7. Hypothesis for resources and acceptance of virtual reality.

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H0: Resources will not have significant impact on the Acceptance of Virtual Reality.
H1: Resources will have significant impact on the Acceptance of Virtual Reality.
8. Hypothesis for gender (male and female) and acceptance of virtual reality.
H0: There exist no significant difference in the acceptance of VR between male and female.
H1: There exist significant difference in the acceptance of VR between male and female.

PERCEPTION MODEL:

Grades
H1
Relevant Skills
H2
Mental Health H3
Acceptance of VR
Engaging H4

H5
Retention Power
H6
Personal Touch
H7

Resources

PARAMETERS DESCRIPTION OF ITEMS

Grades Whether students perceive that with the use VR, Grade will improve
or remain the same
Relevant Skills Whether students perceive that they have relevant skills to operate
the VR applications
Mental Health Whether students perceive that they will have negative (War or other
disturbing lecture content) or positive impact on their mental
Engaging Whether students perceive VR as an engaging Learning medium or
not.
Retention Power Whether students perceive that Learning through VR will increase
their Retention power of lectures or not for a long period of time
Personal Touch Whether students perceive that while learning through VR will result,
they won’t be able to clear their doubts at that very moment or not
Resources Whether students perceive that they will have enough resources to
use VR or not if implemented

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ANALYSIS AND INTERPRETATION:
REGRESSION:

Variables Entered/Removed
Mode Variables Variables
l Entered Removed Method
1 V10, V7, V5, . Enter
V6, V8, V4,
V9b
a. Dependent Variable: V11
b. All requested variables entered.

Model Summary
M
Change Statistics
o
d Adjuste
e R dR Std. Error of R Square Sig. F
l R Square Square the Estimate Change F Change df1 df2 Change
1 .891a .748 .723 .564 .748 17.140 7 31 <.001
a. Predictors: (Constant), V10, V7, V5, V6, V8, V4, V9

ANOVAa
Sum of Mean
Model Squares df Square F Sig.
1 Regressio 38.144 7 5.449 17.140 <.001b
n
Residual 9.856 31 .318
Total 48.000 38
a. Dependent Variable: V11
b. Predictors: (Constant), V10, V7, V5, V6, V8, V4, V9

Coefficientsa
Standardize
Unstandardized d
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constan .775 .534 1.452 .157
t)
V4 .318 .186 .334 1.710 .097
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 V5 .088 .142 .077 .619 .540
V6 .106 .228 .083 .465 .645
V7 -.471 .217 -.392 -2.175 .037
V8 .614 .196 .581 3.132 .004
V9 .234 .227 .227 1.030 .311
V10 -.081 .156 -.069 -.520 .607
a. Dependent Variable: V11

ANALYSIS & INTERPRETATION

FOR REGRESSION:
 Value of R Square is 0.748. This indicates that 74% of variability in the Acceptance of VR (dependent
variable) is accounted by the regression on the Grades, Relevant Skills, Mental Health, Engaging, Retention
Power, Personal Touch, Resources (Independent Variable). Hence the independent variables 74 % impacts
the dependent Variable
 Since significance F change is less than 0.05, it means the overall model is fit for regression.
 Since significance is less than 0.05, it means that we can proceed.
In the case V4(Grades), significance is more than .005.
.097>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
H0: Grades will not have significant impact on the Acceptance of Virtual Reality
In the case V5(Relevant Skills), significance is more than .005.
.540>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
H0: Relevant Skills will not have significant impact on the Acceptance of Virtual Reality
In the case V6(Mental Health), significance is more than .005.
.645>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
H0: Mental Health will not have significant impact on the Acceptance of Virtual Reality
In the case V7(Engaging), significance is more than .005.
.037>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
H0: Engaging Design will not have significant impact on the Acceptance of Virtual Reality.

In the case V8(Retention Power), significance is more than .005.

.004<.005
Therefore, we will accept alternate hypothesis and reject null hypothesis.
H1: Retention Power will have significant and positive impact on the Acceptance of Virtual Reality.

In the case V9(Personal Touch), significance is more than .005.

.311>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
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H0: Personal Touch will not have significant impact on the Acceptance of Virtual Reality.
In the case V10(Resources), significance is more than .005.
.607>.005
Therefore, we will accept null hypothesis and reject alternate hypothesis.
H0: Resources will not have significant impact on the Acceptance of Virtual Reality.
Acceptance of VR=
0.775 + V4(0.318) + V5(0.88)+ V6(0.106)+V7(-0.471)+V8(0.641)+V9(0.234)+V10(-0.081)

For TWO Sample T TEST:

From group statistics table:

Number of males = 15
Number of females = 24

Mean: Females = 4.25

Males = 3.60
Therefore, Average acceptance of VR is high among females as compared to males.

Degree Of Freedom: N1+N2-2

37=15+24-2

Level of Significance:
As, level of significance (0.108>0.005). Therefore, we will accept null hypothesis and reject alternate
hypothesis.
H0: There exist no significant difference in the acceptance of VR between male and female.

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References
Chiou, H.-H. (2020). The impact of situated learning activities on technology university students’ learning outcome. 13.

Christofi, K. E. (2019). Assessing the emotional impact of virtual reality-based teacher training. The International Journal
of Information and Learning Technology.

Enda McGovern, G. M.-N. (2019). An application of virtual reality in education: Can this technology enhance the quality
of students’ learning experience? Journal of Education for Business, 8.

Hainey, G. B. (2019). Student perceptions of virtual reality use in higher education. Journal of Applied Research in Higher
Education, 13.

Jaziar Radianti, T. A. (2019). A Systematic Review of Immersive Virtual Reality Applications for Higher Education: Design
Elements, Lessons Learned, and Research Agenda. Computers & Education, 34.

ANNEXURE
Questionnaire Form:

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