Virtual reality versus master class: a comparative study

Abstract

The research carried out is based on the implementation of technology based on virtual reality in a subject called "General Laboratory Techniques" of the 1st year of the VET Training Course entitled "Higher Technician in Pathological Anatomy and Cytodiagnosis" at the Universidad Europea de Madrid (UEM). The purpose of this research is to understand the impact on student learning and performance that including technology such as virtual reality in the classroom may have. To this end we have opted for the use of a quasi-experimental design by means of two groups: a first experimental group, that uses a virtual reality application, and a control group that receives a traditionally cut master class. After the quantitative and qualitative analysis carried out, the results show that there are statistically significant differences in the scores of the pretest and posttest tests in favor of the experimental group, that is, of the students who performed the activity with virtual reality. They improved their performance against the students that used the traditional master class methodology. In addition, the results of the user experience survey, passed after using the app, were positive. In most of the cases, the average is above 4 over 5 for the degree of overall satisfaction shown by the students. Being very high/excellent for 60% of students and high for 40%. Due to these factors, we can conclude that the impact of virtual reality activities in the classroom is beneficial for the learning and the academic results of the students, in addition to their motivation.