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Virtual reality (VR) has long promised to revolutionize education, but withlittle follow-through. Part of the reason for this is the prohibitive cost ofimmersive VR headsets or caves. This has changed with the advent ofsmartphone-based VR (along the lines of Google cardboard) which allows studentsto use smartphones and inexpensive plastic or cardboard viewers to enjoystereoscopic VR simulations. We have completed the largest-ever such study on627 students enrolled in calculus-based freshman physics at The Ohio StateUniversity. This initial study focused on student understanding of electricfields. Students were split into three treatments groups: VR, video, and static2D images. Students were asked questions before, during, and after treatment.Here we present a preliminary analysis including overall post-pre improvementamong the treatment groups, dependence of improvement on gender, and previousvideo game experience. Results on select questions are discussed. Severalelectric field visualizations similar to those used in this study are freelyavailable on Google Play http://go.osu.edu/BuckeyeVR

A controlled study of stereoscopic virtual reality in freshman electrostatics