Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process
Luba Ślósarz, Ewa Jurczyk-Romanowska, Joanna Rosińćzuk, Magdalena Kazimierska-Zając
Abstract
In the educational context, virtual reality (VR) can be defined as a set of diverse hardware and software technologies that can be used to provide the experience of immersion in the learning process. This study aimed to investigate the connection between VR and emotions that can motivate students to be more active in the didactic process. A group of 99 participants was involved and watched three short individual VR sessions using Oculus glasses. We monitored participants’ moods (using the SUPIN/PANAS questionnaire) and we also gauged their self-esteem (SES questionnaire). Participation in VR sessions increases the intensity in learners’ emotions. The increase or decrease in emotions depends on whether they are positive or negative. First and foremost, we observed changes in the intensity of positive emotions which, after VR intervention, increased significantly in relation to the initial measurement, compared with the intensity of negative emotions during the post-test. The results show that VR significantly modifies learners’ emotions, contributing to the reinforcement of positive emotional states, and in the case of those with low self-esteem, it also decreases negative emotional states. In conclusion, VR can be used as a didactic tool to facilitate the teaching-learning process at various levels. It makes it possible not only to practice skills in simulated, safer conditions and illustrate presented material, but also to make the didactic process more attractive, thereby influencing learners’ emotions positively.