Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence
Einstein described the relationship between mass and energy using the theory of special relativity by a simple equation, <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>E</mi><mo>=<...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Universe |
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| Online Access: | https://www.mdpi.com/2218-1997/8/12/618 |
| _version_ | 1797455047077920768 |
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| author | Wernhuar Tarng Yu-Chia Liao Kuo-Liang Ou |
| author_facet | Wernhuar Tarng Yu-Chia Liao Kuo-Liang Ou |
| author_sort | Wernhuar Tarng |
| collection | DOAJ |
| description | Einstein described the relationship between mass and energy using the theory of special relativity by a simple equation, <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>E</mi><mo>=</mo><mi>m</mi><msup><mi>c</mi><mn>2</mn></msup></mrow></semantics></math></inline-formula>. Mass–energy equivalence implies that mass can be converted into energy and vice versa. In this study, a virtual reality (VR) system was developed for learners to take a spacecraft travelling at nearly the speed of light to conduct space exploration and understand the concepts of special relativity and mass–energy equivalence. A teaching experiment was conducted to investigate the learning effectiveness and cognitive load of learners by recruiting 60 students as research samples. The experimental group (30 students) used the VR system and the control group (30 students) used physics textbooks for learning special relativity and mass–energy equivalence. The experimental results reveal that the learning effectiveness of the experimental group is higher than that of the control group while the cognitive load of the former is lower than that of the latter. The questionnaire results show that students of the control group had responded positively to learning content, cognitive usefulness, cognitive ease of use, and user satisfaction, indicating that they were satisfied with the learning experience of the VR system. |
| first_indexed | 2024-03-09T15:46:51Z |
| format | Article |
| id | doaj.art-973ff20c595447159142a7c81ef0953d |
| institution | Directory Open Access Journal |
| issn | 2218-1997 |
| language | English |
| last_indexed | 2024-03-09T15:46:51Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Universe |
| spelling | doaj.art-973ff20c595447159142a7c81ef0953d2023-11-24T18:28:57ZengMDPI AGUniverse2218-19972022-11-0181261810.3390/universe8120618Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy EquivalenceWernhuar Tarng0Yu-Chia Liao1Kuo-Liang Ou2Institute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu 300044, TaiwanInstitute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu 300044, TaiwanInstitute of Learning Sciences and Technologies, National Tsing Hua University, Hsinchu 300044, TaiwanEinstein described the relationship between mass and energy using the theory of special relativity by a simple equation, <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>E</mi><mo>=</mo><mi>m</mi><msup><mi>c</mi><mn>2</mn></msup></mrow></semantics></math></inline-formula>. Mass–energy equivalence implies that mass can be converted into energy and vice versa. In this study, a virtual reality (VR) system was developed for learners to take a spacecraft travelling at nearly the speed of light to conduct space exploration and understand the concepts of special relativity and mass–energy equivalence. A teaching experiment was conducted to investigate the learning effectiveness and cognitive load of learners by recruiting 60 students as research samples. The experimental group (30 students) used the VR system and the control group (30 students) used physics textbooks for learning special relativity and mass–energy equivalence. The experimental results reveal that the learning effectiveness of the experimental group is higher than that of the control group while the cognitive load of the former is lower than that of the latter. The questionnaire results show that students of the control group had responded positively to learning content, cognitive usefulness, cognitive ease of use, and user satisfaction, indicating that they were satisfied with the learning experience of the VR system.https://www.mdpi.com/2218-1997/8/12/618virtual reality (VR)special relativitymass–energy equivalencelearning effectivenesscognitive loadtechnology acceptance |
| spellingShingle | Wernhuar Tarng Yu-Chia Liao Kuo-Liang Ou Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence Universe virtual reality (VR) special relativity mass–energy equivalence learning effectiveness cognitive load technology acceptance |
| title | Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence |
| title_full | Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence |
| title_fullStr | Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence |
| title_full_unstemmed | Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence |
| title_short | Application of Virtual Reality in Learning the Concepts of Special Relativity and Mass–Energy Equivalence |
| title_sort | application of virtual reality in learning the concepts of special relativity and mass energy equivalence |
| topic | virtual reality (VR) special relativity mass–energy equivalence learning effectiveness cognitive load technology acceptance |
| url | https://www.mdpi.com/2218-1997/8/12/618 |
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