  Immersive virtual reality (VR) has enormous potential for education, but
classroom resources are limited. Thus, it is important to identify whether and
when VR provides sufficient advantages over other modes of learning to justify
its deployment. In a between-subjects experiment, we compared three methods of
teaching Moon phases (a hands-on activity, VR, and a desktop simulation) and
measured student improvement on existing learning and attitudinal measures.
While a substantial majority of students preferred the VR experience, we found
no significant differences in learning between conditions. However, we found
differences between conditions based on gender, which was highly correlated
with experience with video games. These differences may indicate certain groups
have an advantage in the VR setting.

Physics Education