Comparing Realities: A Study on the Impact of Virtual Reality versus Paper-Based Reading on Higher Education Students' Comprehension Skills

Year 2024, Volume: 11 Issue: 4, 19 - 36, 07.07.2024

Murat Çoban , Arif Cem Topuz , Ahmet Karabulut , Thomas K. F. Chiu

https://doi.org/10.17275/per.24.47.11.4

Abstract

Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students.

Keywords

virtual reality, reading comprehensive skill, virtual learning, VR

Ethical Statement

he implementations were conducted at in Agri Ibrahim Cecen University/Turkey. Before implementations, necessary permissions were taken from undergraduate’s teachers and students. All children in our study were voluntary. Researcher helped them during activity. The names and faces of students were not used anywhere for this study.

Supporting Institution

Scientific Research Projects Coordinatorship of Ardahan University, Turkey

Project Number

2021-008

Thanks

This research has been funded within the scope of the research project (project no: 2021-008) titled "Design, Development, and Evaluation of a Virtual Reality Application for Educational Environment" supported by the Scientific Research Projects Coordinatorship of Ardahan University, Turkey.

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