Virtual Reality Simulations in Web-Based Science Education

Virtual Reality Simulationsin Web-Based ScienceEducationYOUNG-SUK SHINDivision of Electronics and Information Engineering, Chonbuk National University, 7320-ho, 664-14 Duckjin-Dong,Jeonju Chonbuk, 561-756, KoreaReceived 25 October 2001; accepted 1 May 2002ABSTRACT: This article presents the educational possibilities of Web-based scienceeducation using a desktop virtual reality (VR) system. A Web site devoted to science educationfor middle school students has been designed and developed in the areas of earth sciences:meteorology, geophysics, geology, oceanography, and astronomy. Learners can establish bythemselves the pace of their lessons using learning contents considered learner level and theycan experiment in real time with the concepts they have learned, interacting with VR environmentsthat we provide. A VR simulation program developed has been evaluated with aquestionnaire from learners after learning freely on the Web. This study shows that Web-basedscience education using VR can be effectively used as a virtual class. When we consider therapid development of VR technology and lowering of cost, the study can construct moreimmersive environments for the education in the near future. ß2002 Wiley Periodicals, Inc. ComputAppl Eng Educ 10: 18–25, 2002; Published online in Wiley InterScience (www.interscience.wiley.com.);DOI 10.1002/cae.10014Keywords: virtual reality simulations; interactive learning environments; Web-basedlearning; computer assisted instruction; science educationINTRODUCTIONCurrently there is an increasing number of educatorsabandoning predominantly didactic, lecture-basedmodes of instruction, and moving towards morelearner-centered models in which students are engagedin problem solving and inquiry [1].Current technological advances make it possibleto use new types of learning experiences, movingfrom transmission models where technology functionsCorrespondence to Y.-S. Shin (hellogen@moak.chonbuk.ac.kr,ysshin86@hanmail.net).ß 2002 Wiley Periodicals, Inc.like books, films, or broadcasts to environments inwhich the technology functions like studios andlaboratories in which students immerse themselveswithin interactive contexts that challenge and extendtheir understanding [2,3]. Many such technologieshave been discussed in the literature [4–7]. Oneexciting technology that has much potential in whichto ground learning in rich environments is virtualreality [3,7–9].Virtual reality (VR) is one of the technologiesthat will bring dramatic changes in the educationalprocess and environments. The ability of VR to helplearners learn in a virtual class that transcendsgeographical boundaries facilitates constructivist18

VRS IN WEB-BASED SCIENCE EDUCATION 19learning activity. Although the evaluation study forthe educational benefits of using VR are insufficient, ithas been reported that VR is a new challengingtechnology that increases student interests, understanding,and creative learning [3,7–9]. At first, VRmeant fully immersive worlds created by computers,but more recently it has been extended to semiimmersiveand desktop VR. In spite of the disadvantageof desktop VR systems, desktop VR systems areby far the most common not only because they arecost effective but also because they can be used innetwork environments.Owing to the fast development of communicationtechnology and the spreading Internet connectivity,learning on the Web has been popularized in recentyears. One of the major restrictions for scienceeducation on the Web is the difficulty of laboratoryactivities. These problems can be overcome usingsimulation programs running on the Web instead ofrequiring hands-on experiments. Moreover, dangerous,high cost, and complicated experiments can berealized in a VR system for learners on the Web.In this study, we investigated the educationaleffects of Web-based earth science education using adesktop VR system. In the first place, we describe VRas an educational tool in the area of earth science.Secondly, the Virtual Reality Simulation Program(VRSP) based on the Web for middle school studentshas been designed and developed. At this point, weintroduce an instruction design in order to selectlearning levels by themselves according to the degreeof the learner’s understanding or interest. Finally, theVRSP has been evaluated based on the reactions oflearners who learned in VR on the Web.VIRTUAL REALITY AS AN EDUCATIONALTOOL ON THE WEBDue to the spreading Internet and the fast developmentof computer systems, learning on the Weballows learners to establish by themselves the pace oftheir lessons without constraint of time and space. Butone of the restrictions for science education on theWeb is that it cannot support the laboratory activities.AVR simulation program can offer a virtual hands-onexperimentation running on a Web browser instead ofrequiring hands-on physical experiments.VR is defined as a highly interactive, computerbasedmultimedia environment in which the user becomesa participant in a computer-generated world.A key feature of VR is real-time interactivity wherethe computer is able to detect user inputs and instantaneouslymodify the virtual world in accordancewith user interactions. Virtual reality technologymay offer strong benefits in science education andengineering education not only by facilitating constructivistlearning activities, but also by supportingdifferent types of learners such as those who arevisually oriented.There are several reasons why the area of earthscience is an appropriate choice for learning systemusing VR on the Web. In the science education, thearea of earth science has many educational contentsthat are hard to observe and measure in real situations.Moreover, the ability to perceive and envision thespatial configuration is required.VR learning environments can support the notionof situated learning where students learn in the actualcontext where that learning is to be applied. Forexample, the astronomical phenomena, such as explorationof the solar sysztem, the direct and indirectmotion of Mars, and the phase change of moon,are the most attractive subjects that can be taughtwhen the learners are actively involved in the virtualenvironments.Furthermore, VR has an additional benefit tosupport the enhancement of spatial behavior. Durlachand his colleagues reported that the use of virtualenvironment technology helps in training spatialbehavior in the real world [10]. One of the areas ofearth science that require spatial abilities in particularis structural geology. This branch deals with deformationalstructures of the earth’s crust and their relationto internal forces of the earth. To understand theserelations, spatial abilities play a fundamental role[11,12]. This branch of the earth science is neithereasy to perceive nor to measure with two-dimensionaltraditional textbooks. But VRSP can be viewed inmany different perspectives on 3-D and so can supportto perceive the spatial configuration of variousstructures and the shapes of different cross-sections.Therefore, VR as an educational tool on the Web willbring a dramatic changes in the educational processand environments.VIRTUAL REALITY SIMULATIONPROGRAM (VRSP) IN EARTHSCIENCE EDUCATIONDevelopment ProcedureThe development process of VR simulation programusing VR technique consists of three steps. First, aninstruction design to introduce new knowledge tostudents is provided. Second, the learning contentshave been organized into three levels according to the

20 SHINFigure 1A simple model of developing process of VR simulation program.degree of difficulty and have been devised to put thelearning subjects in a hierarchical structure. Finally,VRSP has been developed to open at our homepagefor the free access by anyone including middle schoolstudents on the Web. Figure 1 shows a model aboutdeveloping process of VR simulation program.Instruction Design. Until now, Karplus’s cycle iswidely accepted as a strategy to introduce newknowledge to learner [13]. It consists of three steps:First, the learners are given some environment wherethey can explore a given environment. They maketheir own observations and draw some first conclusions.Second, these preliminary conclusions arediscussed with the teacher and incorrect interpretationsare removed. Finally, once the new and correctexplanation is acquired, new concepts are used in theexploration of a new situation, and the learning cyclerepeats itself.Our instruction design is similar to Karplus’slearning cycle model. Learners can explore a givenphenomenon using VRSP and make their ownobservations. VRSP allows learners to develop theirown reasoned interpretations through interaction withartifacts in the virtual environments without teacher’sadvice and is compatible with the constructivist theory[14]. Learners can select the level of learning (regular,advanced, and remedial courses) according to thedegree of the learner’s ability by Kim [15]. SeeFigure 2.Educational Content. Once the educational methodhas been defined, our second approach is to put thecontents of learning in the learner level-based learningstructure for learner-centered learning. To this aim, alearner level-based learning structure has beendevised with analysis methods of the inquiry levelby Wood and the concept level provided by NationalCommittee on Science Curriculum Revision about thecontents of learning [16,17].After analyzing both inquiry level and conceptlevel about the contents of learning, the levels oflearning contents can be built to regular, advanced,and remedial courses. Specially, a selection of educationalcontents using virtual reality was considered bymainly experimental attributes and enactive representationamong the learning types (e.g., enactiverepresentation, iconic representation, and symbolicrepresentation) by Bruner [19]. Table 1 shows anexample wherein specific contents of learning wereanalyzed by both inquiry level and concept level. Thelearning subjects such as radiation balance, earthquakewaves, the earth’s crust balance, the movementof ocean, and the solar system were developed by VR.Each of these topics indicates learning subjects in thefive parts in the earth science education: meteorology,geophysics, geology, oceanography, and astronomy.The subjects of learning are also to put in a hierarchicalstructure in order to identify which conceptsare prior to the others, and conceptual pyramids canbe built. We referenced the results of an officialannouncement by the Department of Education toanalyze a hierarchical structure [18].Development. We have used the 3D Webmastersoftware for developing VR simulation programs.3D Webmaster is a multifunctional tool to create,manipulate, texture, and animate shapes, group andungroup objects.It also creates various viewpoints to view VRworlds among other features. This software is thevirtual reality modeling language (VRML) editingtool. VRML is the WWW standard for VR and is alanguage similar to HTML in that it establishes aFigure 2A simple model of developing process of VR simulation program.

VRS IN WEB-BASED SCIENCE EDUCATION 21Table 1 A Level Analysis of the Earth Structure (Remedial Course: RC, Advanced Course: AC)*LevelInquiry ConceptUnit Sub-Unit Subject Learning-Type High Average Low High Average Low RC AC RemarksEarth Earth Earthquake Concept § § RC (enactive): anstructure interior wave electromagnetic waveInquiry § § AC(enactive): A draw of across-sectional of the Earth.Earth’s interior Concept § § RC (iconic): the damageof earthquakeInquiry § § RC (symbolic): the inferenceof structure in the Earth interior*The bold letters in remarks show inquiry ability required in the inquiry step.common standard for making VR easily distributedover the Internet. The world created from this softwarecan be displayed on the Web as fully interactiveenvironments, or embedded in 2D HTML pages on aPC.Worlds created in 3D Webmaster are fast,realistic, and highly interactive. URLs can be linkedto objects so that it can link directly from one virtualworld to any other 2D or 3D page on the WWW. Ascript language for desktop computers, the SuperscapeControl Language (SCL), helps to create realistic anduseful worlds to assign behaviors to objects in theworld, perform complex actions, and modify virtualworlds based on user’s actions in the HTML documents.3D Webmaster’s point-and-click interface cancontrol all movement, interaction, and object manipulationin the virtual worlds by using mouse andkeyboard, or a peripheral device such as a spacemouseor joystick.AWeb site for five virtual experiment laboratoriesis shown in Figure 3. In the following, we introducebriefly each of the virtual experiment laboratories.Meteorology VRSP: e.g., The Radiation Balance.A virtual experiment set-up for the radiation balanceof the sun is shown in Figure 4. Learners can understandconcepts of the radiation balance of the sunusing a temperature variation of a cup with the colorin proportion to the distance from a light source.Learners can move by dragging mouse if they want tomove a cup with a thermometer. If a button on the leftof the display screen is clicked after moving eachcup, a display screen in front will show increasingtemperature according to each cup.After exploring and interacting with the artifactson the virtual environment, learners can have a resultdata of experiment, make their own observations andunderstand a science concept or a tendency involvedin experimental data that the relation of a distance of alight source and the color of cup (light of a lightsource) reflects a cause of increasing temperature.Geophysics VRSP: e.g., The EarthquakeWaves. A virtual experiment set-up for the earthquakewaves inside the earth is shown in Figure 5. Thewaves and a value of velocity have been selected fromthe students, then they can explore features of eachwave selected in the 3D. The topic of earthquakewaves is a good example of abstract learning subjectsthat are difficult to learn.In the virtual experiment environments, learnerscan experience the abstract concepts taking shape inconcrete forms. Theoretically, this enables them tobuild a concrete mental model about the abstract

22 SHINFigure 3 A Web site for five virtual environment laboratories. [Color figure can be viewed in theonline issue, which is available at www.interscience.wiley.com.]information that the waves of earthquake have certainshape and a vibrating direction of medium.Figure 4 The radiation balance VRSP. [Color figure canbe viewed in the online issue, which is available atwww.interscience.wiley.com.]Geology VRSP: e.g., The Earth’s Crust Balance.A virtual experimental set-up for learning of the earth’scrust balance is shown in Figure 6. This VRSP wasdesigned to explore the earth’s crust floating on themantle. Learners can drop by dragging optional blocksin a water tank with a mouse button and observe thelength of blocks in the water tank according to the scaleand density of blocks on the 3D. We designed a visualsymbol as blocks of tree floating in a water tank inorder to create concrete metaphor of the earth’s cruststructure floating on the mantle. As Johnson points out,‘‘small-scale models of reality need neither be whollyFigure 5 The earthquake waves VRSP. [Color figure canbe viewed in the online issue, which is available atwww.interscience.wiley.com.]Figure 6 The earth’s crust balance VRSP. [Color figurecan be viewed in the online issue, which is available atwww.interscience.wiley.com.]

VRS IN WEB-BASED SCIENCE EDUCATION 23Figure 7 The movement of the ocean VRSP. [Color figurecan be viewed in the online issue, which is available atwww.interscience.wiley.com.]accurate nor correspond completely with what theymodel in order to be useful’’ [20]. VRSP can representmodels that highlight the information deemed appropriateby a instructor.Oceanography VRSP: e.g., The Movement ofOcean. A virtual experiment set-up for learning ofthe ocean’s movement is shown in Figure 7. ThisVRSP was designed to explore the causes of generatingan ocean currents through water observed in awater tank. Learners can observe the water in a watertank by controling a weathercock. The weathercock isa visual symbol in order to create concrete metaphorof the wind.Astronomy VRSP: e.g., The Solar System. Avirtual experiment set-up for the solar system is shownin Figure 8. Astronomical phenomena, such as theexploration of the solar system, can be taught whenlearners are actively involved in the virtual environments.Learners can not only simulate the 3-D relativemotion of nine planets and other families of the solarsystem, but also explore more closely the characteristicsof the solar system by the capacity ofzoom. Learners can also explore the relative size anddistance among the families of the solar system.Figure 8 The solar system VRSP. [Color figure can beviewed in the online issue, which is available at www.interscience.wiley.com.]PEDAGOGICAL EFFECTIVENESSThe VRSP developed has been evaluated to thereactions of learners taught in virtual reality on theWeb. Upon learning the VRSP, each learner completeda questionnaire which featured three-pointscales that asked learners to rate such things as theirachievement of learning object, their satisfaction oflearning contents, whether or not they were interestedin or enjoyed the virtual environment, and whether itwas easy to move around and interact with objects inthe virtual environment.We directly investigated the reactions of learnerson the Web without limitations about sex, age, andthe style of job. After completing the questionnaire,applicants were to write their personal information(e.g., sex, age, job, etc.), but many applicants did notgive their personal information. Applicants who gavetheir personal information were 231 (56.4%) secondaryschool students, 132 (32.4%) university studentsand secondary school teachers, and 47 (11.2%) others.The distribution of sex was 210 (51.2%) male and 200(48.8%) female.The survey results of learners’ responses areshown in Table 2 and Figure 9. We asked learners thefollowing questions. (A) Were the teaching materialsTable 2Results of Survey of Learners’ ResponsesResponseQuestions Agree (response) Common (response) Disagree (response) Total No.(A) 54% (381) 32% (218) 14% (102) 701(B) 54% (347) 32% (201) 14% (87) 635(C) 50% (313) 39% (244) 11% (70) 627(D) 42% (257) 35% (218) 23% (141) 616(E) 44% (277) 37% (231) 19% (117) 625(F) 50% (311) 34% (207) 16% (98) 616(G) 51% (309) 32% (193) 17% (102) 604

24 SHINThis paper presented the educational possibilities ofWeb-based science education using a desktop VRsystem. It is feasible to use a virtual reality simulationprogram doing laboratory activities on the Web. Evenif the VRSP does not support full enjoyment of the VRexperience, it is useful for realistic hands-on experimentationand replacement of dangerous and highcostlaboratories. Also, it enhances the learner’sunderstanding with interactive learning environments.We developed virtual reality simulation programsto teach science concepts such as radiation balance,earthquake waves, the earth’s crust balance, the movementof the ocean, and the solar system at the level ofmiddle school.We can support that the VRSP on the Web forscientific education can be more effectively used as avirtual class when we consider the rapid developmentof VR technology and lowering of cost in the future.Figure 9The graph results of learners’ responses.ACKNOWLEDGMENTThis work was supported by Korean ResearchFoundation Grant (KRF-99-005-D00076).useful in helping learners to understand the subject?(B) Could learners easily understand the subject?(C) Were the contents of learning described clearly?(D) Did learners enjoy their experience in theVRSP? (E) Could learners participate actively in theVRSP? (F) Was the screen composition well designed?(G) Could learners easily move around andinteract with objects in the virtual environment? Thetotal number of responses to each question is different.With 701, largest number of the applicants participatedin the first question; the lowest number ofapplicants was 604.The results of survey indicated that learnersreported positively more than 50% over (A), (B), (C),(F), and (G) questions asking about desktop VRenvironment on the Web. However, (D) and (E) werereported negatively less than 50%. It seems thatlearners understand the learning subjects well indesktop VR, while they do not enjoy the experience ofVR. This suggests that the desktop VR environmentdid not support immersion or the full presence as fullyimmersive VR. It seems that the desktop VRenvironment implements VR environment with onlysoftware authoring tool without using hardwareequipment like HMD (Head Mounted Display), hapticdevices, etc.CONCLUSIONSREFERENCES[1] S. M. Land and M. J. Hannfin, A conceptual frameworkfor the development of theories I action withopen-ended learning environments, Educ Technol ResDev 44 (1996), 37–53.[2] B. S. Allen and R. G. Otto, Media as lived environments:The ecological psychology of educationaltechnology, D. Jonassen (Ed.), The Handbook ofResearch for Educational Communications and Technology.Simon & Schuster Macmillan, New York,1996, pp 199–226.[3] S. A. Barab, K. E. Hay, M. G. Barnett, and K. Squire,Constructing knowledge and virtual worlds: Knowledgediffusion in future camp 97, Presented at theannual meeting of the American National ResearchAssociation, San Diego, CA, 1998.[4] L. D. Edward, The design and analysis of a mathematicalmicroworld, J Educ Computing Research 12(1995), 77–94.[5] D. H. Jonassen, Computers in the classroom: Mindtoolsfor critical thinking, Prentice-Hall, EnglewoodCliffs, NJ, 1996.[6] T. Koschmann, CSCL: Theory and practice of anemerging paradigm, Erlbaum, Mahwah, NJ, 1996.[7] W. Winn, The Virtual Reality Roving Vehicle Project,Technol Horizons in Educ J 23(5) (1995), 70–75.[8] H. McLellan, Virtual reality, In: D. Jonassen (Ed.),Handbook of research for educational communicationsand technology, Kluwer-Nijhoff Publishing, MA, 1996,pp 457–487.[9] S. Olson, Stargazing, Teacher Magazine, 1998, pp 25–28.[10] N. Durlach, G. Allen, R. Darken, R. L. Garnett, J.Loomis, J. Templeman, and T. E. von Wiegand, Virtualenvironments and the enhancement of spatial behavior:Towards a comprehensive research agenda,Presence 9(6) (2000), 593–615.[11] P. Chadwick, Earth-boundedness in geological observation,Geology Teaching 7 (1982), 16–22.[12] Y. Kali and N. Orion, Spatial Abilities of High-SchoolStudents in the Perception of Geologic Structures,J Res Sci Teach 33(4) (1996), 369–391.[13] J. M. Alkin and R. Karplus, The Science Teacher29(45) (1962).

VRS IN WEB-BASED SCIENCE EDUCATION 25[14] C. M. Byrne, Virtual Reality and Education,University of Washington, Human Interface TechnologyLaboratory of the Washington TechnologyCenter, Seattle, WA, Technical Publication R-93-96,1993.[15] H. Kim, A development of Multimedia learningprogram for internet considered learner ability, JKorean Earth Sci Soc 20(1) (1998), 3–17.[16] D. A. Wood, The Piaget process Matrix, SchoolScience and Mathematics 74(5) (1974), 407–472.[17] National Committee on Science Curriculum Revision,The 7th report : A public hearing for the revision ofCurriculum on Science Education. Korea NationalUniversity of Education Press, 1997.[18] Department of Education, Science Curriculum.Department of Education, 1997.[19] J. S. Bruner, Toward a theory of instruction. W.W.Norton, New York, 1966.[20] P. N. Johnson, Mental Models, Harvard UniversityPress, Cambridge, MA, 1983.BIOGRAPHYYoung-Suk Shin is a Funded Processor atthe Chonbuk National University of Electronicsand Information Engineering in Jeonju.She has a master’s degree in computereducation and a PhD in cognitive sciencefrom the Yonsei University, Korea. Herresearch interests include virtual reality,cognitive modeling, computer vision, andpattern recognition. She has been teachingcomputer vision and pattern recognition and has studied pedagogicalmodels for education project using the virtual reality andemotion recognition based on facial expression.