Avaliable for PC & VR

In PC Virtual LAB you’ll learn the different components of your computer. Different levels test your skill and knowledge in assembling computers. Put your computer skills into practice.

 

Download free on PC and VR

Lesson Plan

Immersive virtual reality environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. 

The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas.  

 

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

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Educational plan diagram

Pre-test

Pre-test serve to assess the previous knowledge of students.

Master Class

Theoretical contents that constituted this didactic unit on computer hardware

Post-test

The test included different questions from the pre-test, because equal tests can affect the learning evaluation.

Features and results of the serious game

This design follows the idea that rather than better teaching of traditional knowledge, the real potential of VR is found in “learning by doing”, which is usually very difficult to apply in traditional classes. These are some of the keys we have found when using the serious game with our students

Student satisfaction

The game in both its desktop and VR versions significantly improved student satisfaction compared with the traditional teaching method

Game usability

The students thought it was significantly easier to interact in VR than the desktop PC version con-trolled by keyboard and mouse.

Remembering information

Slightly worse results of the serious games groups than the traditional learning group in remembering information

 

Understanding

The immersion helps students to extract applied knowledge for real life.

 

Visual recognition

Significantly better visual recognition than the group that received the traditional class

 

Performance

The VR group performed the exercise faster and made fewer errors than the students playing the same game on the desktop.

 

Developer

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