Abstract This study compared efficiency of desktop virtual reality with a conventional classroom learning practice for the teaching and learning of electrical/electronics technology. This was measured through academic achievement, learning interest, and engagement. A quasi-experimental design was employed for this study. Four universities were used for the study. The students were within the ages of 17 to 24 years. Students were assigned to either an experimental or comparison group based on intact classes. A total of 149 students participated in this experiment; however, only 142 samples could be analyzed. Seven samples were not analyzed due to incomplete instruments answered and absenteeism. Seventy-four students were in the virtual reality group while 68 students were in the non virtual reality group. The sample was 78.52% and 21.48% in males and females, respectively. Analysis of covariance was used to test three formulated hypotheses on effects of desktop virtual reality on the learning effectiveness of the students. There was a significant difference in academic achievement, learning interest, and learning engagement between the two groups. It was established that desktop virtual reality positively affected students’ academic achievement, learning interest, and engagement of students in electronics technology. It was suggested that virtual reality should be adopted to augment laboratory practices for the teaching and learning of electrical/electronics technology in Nigerian universities.

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研究桌面虚拟现实在大学电气/电子技术教学中的有效性

摘要这项研究将台式机虚拟现实的效率与传统的课堂学习实践进行了电气/电子技术的教学。这是通过学习成绩，学习兴趣和参与度来衡量的。本研究采用准实验设计。该研究使用了四所大学。这些学生的年龄在17至24岁之间。根据完整的课程将学生分为实验组或比较组。共有149名学生参加了该实验；但是，只能分析142个样本。由于未回答完整的仪器和旷工，未对七个样本进行分析。虚拟现实组中有74名学生，非虚拟现实组中有68名学生。样本为78.52％和21。男性和女性分别占48％。协方差分析用于检验三个公式化假设，这些假设对桌面虚拟现实对学生学习效果的影响。两组之间在学习成绩，学习兴趣和学习参与度方面存在显着差异。可以确定的是，桌面虚拟现实对学生的学业成绩，学习兴趣以及学生对电子技术的参与产生了积极的影响。建议在尼日利亚大学中采用虚拟现实来增强实验室实践，以进行电气/电子技术的教学。两组之间在学习成绩，学习兴趣和学习参与度方面存在显着差异。可以确定的是，桌面虚拟现实对学生的学业成绩，学习兴趣以及学生对电子技术的参与产生了积极的影响。建议在尼日利亚大学中采用虚拟现实来增强实验室实践，以进行电气/电子技术的教学。两组之间在学习成绩，学习兴趣和学习参与度方面存在显着差异。可以确定的是，桌面虚拟现实对学生的学业成绩，学习兴趣以及学生对电子技术的参与产生了积极的影响。建议在尼日利亚大学中采用虚拟现实来增强实验室实践，以进行电气/电子技术的教学。