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4 Experiments and Evaluation

In order to investigate the effects of using VRTS on students learning, we performed subjective evaluation.

Fig. 6. Textual information of the selected object

4.1 Protocol and Task

For VRTS evaluation 40 students participated in the experiments. They were the 3rd year students of electrical diploma for associate engineers of a polytechnic college. They were in the same class and had ages from 19 to 22 years. The 3phase step down transformer was included in their course. They were taught using the traditional classroom method by the same teacher. These students were divided into two groups (i.e. G1, G2) each containing 20 participants. The students in G1 used the VRTS while those in G2 did not. As all the participants had no prior experience of VR systems, therefore, they were briefed about the use of the VRTS. For example, they were taught that how they will navigate in the environments. Similarly, they were also guided about the selection and manipulation of objects. Then each participant was asked to work in the VRTS. They had to assemble the transformer (see Fig. 7. a user during the experiment using VRTS). Each participant filled a questionnaire after getting experience in VRTS. Then both G1 and G2 were taken to a workshop where they had to perform the assembly of the 3phase transformer. Here the data of the students performance were collected again through a questionnaire.

5 Result Analysis

In this section we present the analysis of the questionnaire filled by students in G1 (group 1). There were four questions in this questionnaire. The objective of these questions was to evaluate the following aspects of VRTS:

– The role of VRTS in technical skills learning.

– Realism of the system.

– Ease of interaction.

– Its role in students confidence building in real situations.

The students had to answer these questions on a scale of 1 to 5. Where 1= low and 5 = very high level. The analysis of these responses is given below.

Fig. 7. A user during the experiment using VRTS

The first questions was related to realism for which 85% students selected the highest level (see Fig. 8).The next question which was related to the easiness of interaction in VRTS which got the 60% vote for the highest option (see Fig. 9). Similarly, 80% students selected the highest level for confidence (they got using VRTS) of VRTS, in technical education (see Fig. 10). The second part of the questionnaire was filled by both the groups (G1 and G2) during their session in the workshop (real situation). The data recorded in the second section were consist of their ability to perform the assembly task in the real environment. Comparing the VRTS trained group (G1) with untrained group (G2) we observed a great difference in their success rate graph (see Fig. 11). Here the mean learning score of G1 is 81.5% while that of G2 is only 35.75%.

Fig. 8. Realism in VRTS

The result shows that the VRTS system is more helpful in students learning, confidence building, and improving their practical skills if it is employed in technical colleges as a supplement with the traditional teaching methodology.

Fig. 9. Easiness in interaction

Fig. 10. Confidence building in VRTS

Fig. 11. Comparison of trained vs. untrained students

 
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