An IRT-based approach to assess the learning gain of a virtual reality lab students’ experience

Abstract

The current trends in education for distance and personalized learning, calls for further investigation on the educational benefits of a Virtual Reality (VR) software, regarding laboratory science courses. In this study, we investigated the teaching effectiveness of a VR-oriented innovative method vs a more traditional pedagogical approach, by measuring the Pre-Post change, commonly called as Learning Gain (LG). An Item Response Theory model, The Rasch Model (RM), was used to assess the LG as the difference between the students’ ability before and after the educational treatment. The participants, ( $N=$ 54) graduate students enrolled in the Department of Primary Education, at the University of Patras, in Greece, were divided into two groups and followed two different scenarios to be educated on the topic of microscopy. Our findings provided evidence in favor of using simulations as a supplementary tool to the learning procedure. According to the LG analysis, the students that interacted with the VR software showed a higher change in ability, compared to their fellow students, who followed a more classic teaching methodology and obtained no LG between the Pre and Posttesting situation.