La réalité virtuelle comme moteur pour générer une expérience positive d’enseignement et d’apprentissage des sciences

Abstract

The aim of this article is to analyze the experience of students and teachers who have experimented with a teaching scenario for science courses, integrating computer-based virtual reality (CVR) or immersive virtual reality (IVR) applications using headsets. A mixed approach to design-based research was used in six CEGEPS and one university. Mobilizing the framework of user experience, expectancy-value theory and engagement theory, group interviews were conducted, and questionnaires were administered to a large number of teachers and students. For CVR, the teachers’ experience is determined by the perceived pedagogical benefits. Students, on the other hand, emphasize the emotional aspects of their experience, such as enjoyment and affective engagement, as well as relevance for learning support and visualization. For immersive IVR, the innovative and playful aspect of the experience is highlighted, boosting student motivation. The questionnaire data confirm these trends, showing high scores for affective engagement and affective value scores for both CVR and IVR. In conclusion, VR is a promising tool for reaching science students and engaging them affectively.