Investigating the effects of virtual reality environments developed for head-mounted display on learning and presence

This study examines the potential of virtual reality applications developed for head-mounted displays as effective course support materials. Designed case, a type of formative research, was utilized. The study included two pilot implementations and one implementation. In the first pilot implementation Oculus Rift DK2, in the second pilot implementation Samsung Gear VR SM-R323 and in the implementation Oculus Rift DK2 and VR Box 2.0 goggles were used. Five students participated in each pilot. The implementation consisted of 96 students, 32 students per experimental groups (experimental 1 and experimental 2) and a comparison group. Experimental group 1 participated in theoretical lectures and virtual reality applications, experimental group 2 participated only in virtual reality applications, and the comparison group participated only in theoretical lectures. Fire knowledge test was applied to all students before and after the implementation. Additionally, "Presence Questionnaire in Virtual Environments" and "Three-Dimensional Virtual Learning Environments Evaluation Scale" were applied to experimental groups. In addition, students' and lecturers' opinions about virtual reality applications were obtained through semi-structured interviews. After the implementation, the achievement of the experimental and comparison groups increased statistically. The highest increase was found in experimental group 1 and the lowest increase was found in the comparison group. Virtual reality applications have created a high level of presence for all students in the experimental groups. The participants expressed positive opinions about virtual reality applications. It was concluded that virtual reality applications could be used as an effective course support material in formal learning environments.