Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science

Abstract

The purpose of this study was to investigate the role textbooks can play on writing complexity and lexical density as a proxy for critical thinking and ultimately learning, in relation to argumentative and summative writing when integrated with a virtual reality experience. In this study, differences in writing complexity and lexical density scores were measured across four different pedagogical modalities: VR alone, VR followed by textbook readings, textbook readings followed by VR, and textbook readings alone. Adult students, recruited from non-science-based higher education programs, responded to two prompts related to content found in the VR environments and discussed in the textbooks. The authors hypothesized that exposure to a virtual marine environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had access to VR alone, or access to the text alone.

Appendix

Prompt 1 argumentative writing

Mr. Sheldon’s class was discussing the relationships present in ecosystems such as ocean reefs. Five different kinds of information were given to students, including the roles of energy, chemical elements, producers, consumers, and decomposers. The information is shown in the chapters on ecosystems. First, look at all of this information and then answer the questions below.

Write a letter to Tiffany, a fellow graduate student in your program, to explain your answers to the questions below by illustrating the relationships between energy, elements, and organisms. Use as much of the information available in the chapters on ecosystems you think you need to back up your claims. Do not forget to explain how the evidence is related to your claims.

What are some possible ways in which an ecosystem can be disrupted and what consequences might be associated with the removal or addition of elements or organisms in an ocean reef ecosystem?

Prompt 2 summary writing

Write a letter to Brian, a fifth grade student who has an enthusiasm for science. Recently, in his science class, he learned about ecosystems. He is eager to learn more about ecosystems.

Unfortunately, Brian had a minor car accident before his class was taught the unit on ecosystems. Let us suppose you are his neighbor and you want to help him. You think writing a letter to help him understand the unit is a good idea. In this writing activity, you are asked to describe and explain ecosystems, specifically ecosystems within ocean reefs. Here are a few rules you need to remember.

1. You are writing a letter rather than a formal scientific explanation.

2. Brian is younger than you and his knowledge of science is not as developed as yours.

Particularly, you may need to choose vocabulary words and terminology carefully to help him understand. For example, he might not be able to understand a word such as photosynthesis; therefore, you should restate technical terms to ensure comprehension for students on a fifth grade level. You may also draw pictures in order to effectively express your ideas. Your drawings may help Brian further understand your explanation. Remember that scientists always use multiple representations.

Standard 1: Scientists like explanations that clearly state causes and effects.

Standard 2: Scientists like explanations that are coherent.

Standard 3: Scientists like explanations that provide evidence.

Standard 4: Scientists like explanations that link evidence to claims.

Just as a reminder your letter should include multiple aspects reef ecosystems.