Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output. This new virtual environment concept, which we call hyper-realistic, transcends basic schematic simulation; it provides the user with a more realistic perception of a physical phenomenon being simulated. We compared the learning achievements of three equivalent, homogeneous groups of undergraduates—an experimental group who used only the hyper-realistic virtual laboratory, a first control group who used a schematic simulation, and a second control group who used the traditional laboratory. The three groups received the same theoretical preparation and carried out equivalent practicals in their respective learning environments. The topic chosen for the experiment was optical aberrations. An analysis of variance applied to the data of the study demonstrated a statistically significant difference ($p$ value $<0.05$) between the three groups. The learning achievements attained by the group using the hyper-realistic virtual environment were 6.1 percentage points higher than those for the group using the traditional schematic simulations and 9.5 percentage points higher than those for the group using the traditional laboratory.

Figure 1

Hyper-realistic simulation of a pencil in an empty glass (left). Hyper-realistic simulation of a pencil partially submerged in water ($n=1.33$) seen from the air ($n=1$) (right).

Figure 2

Excerpt of the scripts provided to the students.

Figure 3

View of the schematic Java environment developed to illustrate image formation by lenses and mirrors.

Figure 4

Left: Hyper-realistic simulation of the behavior of a converging lens over a printed text. Right: Hyper-realistic simulation of the behavior of the effects of three incident rays parallel to the optical axis of a diverging lens.

Figure 5

Two of the questions of the test. The full test can be seen in Ref. 68.

Figure 6

Top: Virtual laboratory: View generated by the Java simulation of spherical aberration in a section of a biconvex lens. Bottom left: Photograph of a section of a biconvex lens working outside the paraxial zone. Bottom right: Hyper-realistic simulation of the same optical system.

Figure 7

Histogram of the percentage of correct answers for the Trad.C.G. (top left), the Schem.C.G. (top right), and the Hyp.E.G. (bottom) groups.

Figure 8

Graphical representation of the teachers’ assessment.

Figure 9

Questionnaire used on the students’ assessment.

Figure 10

Graphical representation of the students’ assessment.