Enhancing a Virtual Reality Educational Game with multiplayer capabilities: A case study of a computer assembling simulation

Abstract

Immersive Virtual Reality (IVR) has become a powerful tool in education, offering a natural and engaging learning experience. This thesis presents a case study conducted at the College of Technology in Rotterdam, focusing on a Secondary Vocational Education Level 2 course teaching computer assembly. For this course, Virtual TechLab was developed, an IVR application by Changefied, aiming to enhance computer assembly skills. Recognizing the importance of collaboration in learning, especially in IVR environments, this research investigates the impact of multiplayer capabilities in Educational Virtual Reality Games (EVRGs) on learning efficiency and student motivation. Data collection involves two groups, one group that plays the game individually and a group that is allowed to play the game with two-player symmetrical collaboration. The research evaluates learning outcomes through a standardized exam and subjective metrics using a questionnaire based on the Cognitive Affective Model of Immersive Learning (CAMIL). The hypotheses test the significance of collaboration in improving motivation and learning efficiency. Motivation levels, as measured by the questionnaire, did not show a significant increase between the individual group and their collaborating peers. Comparing exam scores between the two groups did not yield a significant difference. However, students that were able to collaborate reported significantly enhanced factual and procedural knowledge on the questionnaire as well as significantly improved levels of self-efficacy. Patterns in the results suggest that further research with larger sample size could allow for more conclusive results.