The Outcomes of Using Virtual Reality Technology to Enhance Digital Competencies through Direct Teaching Formats for Undergraduate Students at Surindra Rajabhat

Abstract

This research aims to 1) study the effects of learning management using a virtual technology classroom with still images and video media that promote digital competency through direct instruction, and 2) compare the digital competency of students managed with a virtual technology classroom using still images and video media through direct instruction. The learning activities are divided into two groups: one group with learning management using a virtual technology classroom with still images, and another group with learning management using a virtual technology classroom with video media. The sample consists of undergraduate students from Surindra Rajabhat University, selected through cluster sampling, comprising 2 classes totaling 60 students. The academic results related to computer courses from the previous academic year were ranked from highest to lowest, and the sample was randomly matched into two experimental groups of 30 students each. The tools used for data collection include different virtual technology classrooms, lesson plans for virtual technology classrooms using direct instruction, digital competency knowledge tests for undergraduate students, practical evaluation forms for creating digital media for students. The statistics used for data analysis are mean and standard deviation , and t-test independent to compare the differences between the post-test scores of the two independent groups.

The result of the study was as follows:

1) The results of learning management using a virtual technology classroom with still images (Still Image) and video media (Video) to promote digital competency through direct instruction revealed that from the experiment with two learning groups, the group with learning management using a virtual technology classroom with still images (Still Image) had an average digital competency score of 31.00. The highest score was 43, and the lowest score was 17. There were 19 students who passed, accounting for 63.33%. Meanwhile, the group with learning management using a virtual technology classroom with video media (Video) had an average digital competency score of 36.40. The highest score was 51, and the lowest score was 20. There were 25 students who passed, accounting for 83.33%.

2) The results of comparing the digital competency of students managed with a virtual technology classroom using still images (Still Image) and video media (Video) through direct instruction revealed that from the experiment with two learning groups, the group with learning management using a virtual technology classroom with video media (Video) had an average post-test score of 36.40 and a standard deviation of 7.71, which is higher than the group with learning management using a virtual technology classroom with still images (Still Image) that had an average post-test score of 31.00 and a standard deviation of 8.12. Therefore, undergraduate students who are taught in a virtual classroom with still image media (Still Image) using a direct teaching method, and those taught in a virtual classroom with video media (Video) using a direct teaching method, have significantly different digital competencies at the .05 statistical significance level.