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Introduction
Virtual reality (VR) is becoming a powerful learning tool through its constructive approach to knowledge transfer. Despite its evident benefits to memory retention, educational institutions remain obstinate, refusing to incorporate emerging technologies as a core part of their curricula (Pantelidis, 2009). This can be largely blamed on the impractical approaches of eliminating the value of lecture-based learning. The previous approaches of research experiments are limited to purely gamified teaching versus the classic classroom, neglecting the effects of a more reasonable synergy between both didactic methods.
Pedagogical value of only lecturing has been questioned for a while in terms of learning gain, and knowledge retention of students due to its passive nature (Marmah, 2014). Tomlinson (2000) also mentioned that due to the minimal engagement between student and lecturer, the information learnt can be quickly forgotten. Moore et al. (2008) mentioned that higher education could benefit from innovative active learning approaches to increase student motivation. Lecture methods are effective for teachers who lecture well, but active methods are also necessary for developing meaningful in-class activities.
VR, a potential tool for active teaching, is achieved through an interactive synthetic environment which users experience by using head-mounted displays (HMDs), hand sensors, body tracking and binaural sound (Gigante, 1993). By the means of such an immersive, multisensory environment, the required cognitive load to solidify knowledge or accomplish a task is reduced, hence, enhancing the performance of the user. Burdea and Coiffet (2003) strongly imply the importance of the three key properties of VR, known as the “3I's” of VR: immersion, interaction and imagination. The technology of VR uses these properties to implement a steady bidirectional information flow between the user and the combination of hardware and software devices.
Allowing its users to experience otherwise hazardous or inconvenient scenarios significantly escalates this tool's potential in pedagogical and training applications. Research educators have suggested incorporating VR into education as it demonstrated a positive impact on learning gain by allowing students to visualize and grasp the topic better (Youngblut, 1998); however, the main hurdle remains the unwillingness of integrating a new technological tool with curriculum or exhibits (Pantelidis, 2009). In addition, memory and knowledge retention are closely related to learning gain as there is an increased possibility that a student will be...