The aim of the research paper is to study the impact of virtual reality on effective learning. Furthermore, it analyse the virtual reality education providers and the learners of a motor skill training institute to study the satisfaction and performance. The data is gathered through structured questionnaire from the VR training providers and learners from a private training institute. The performance comparison shows the improvement due to the presence of virtual reality. This research examines the opinion of VR learners with the analysis of feedback questionnaire. Spearman correlation coefficient is used to find the relationships between the user’s performances in the VR environment. Research shows the advantages of virtual reality on learning. It shows the awareness level and the infrastructure availability of the training. The learners and the skill training providers favour the application of Virtual reality tool for effective learning. Even though the learners have favourable opinion regarding the VR application, the infrastructure is not adequate to meet the needs of the learners. Apart from the satisfaction among the learners, VR reduces the visualization complexity in the learning process. The presence of 3D Virtual environment develops more satisfaction among the learners. The result shows that due to the presence of virtual environment the learner’s attention, perception and memory develops. This research outcome can be used in the classroom set-ups of other courses. Cloud software sharing is one of the possible to improve the current virtual reality applied learning environment.

Virtual reality, Simulation, Learners’ Satisfaction, Motor skills, Awareness, Opinion and Performance

[1] Claudia “The use of VR for language learning and teachings’ Frontiers o psychology, Catholic University, Opinion article, Vol 06, 2014.
[2] Riva, G. “Virtual reality for health care: the status of research”. Cyberpsychol. Behav. 5, 219–225. doi: 10.1089/10949310276014721. 2002.
[3] Veronica, “Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality”, East Carolina university 2000
[4] Mcllellan, “The handbook of research for educational communication and technology”, (pp. 457-487). New York: Macmillan Library Reference, USA.1996
[5] Mikropoulos, T., Chalkidis, A., Katskikis, A., & Emvalotis, A. . “Students’ attitudes towards educational virtual environments” Education and Information Technologies, 3-2 pp 137-148 1998
[6] Salzman, M. C., Dede, C., Loftin, R. B., & Chen, J . (1999). “A model for understanding how virtual real-ity aids complex conceptual learning”. Presence: Teleoperators and Virtual Environments, 293-316 1999.
[7] Chen, C. J.”The design, development and evaluation of a virtual reality based learning environment.” Australasian Journal of Educational Technology, 22 (1), 39-63. 2006
[8] Steinberg, R. N.”Computers in teaching science: To simulate or not to simulate? Physics Education Research”, American Journal of Physics Supplement 68 (7), S37-S41, 2000
[9] Chee, Y. (2001). Virtual reality in education: Rooting learning in experience. In Proceedings of the International Symposium on Virtual Education 2001, Busan, South Korea (pp. 43–54). Busan,
Korea: Symposium Organizing Committee, Dong seo University. Retrieved July 16, 2009, from http://yamsanchee. myplace.nie.edu.sg/Publications/2001/ISVE2001 Invited.pdf
[10] Pantelidis, V. S. (1995). |”Reasons to us e virtual reality in education. VR in the Schools”, (1), 9. Re-trieved from http://vr.coe.ecu.edu/vrits/1-1pante.htm 1995.
[11] Sangeetha Rajesh. (2017). ”Analysis of security in cloud learning environment”, International Journal of Scientific Research in Computer Science & Engineering”, Vol-5 issue 1 pp 36-40, 2017
[12] Vishal Kadam, Makhan Kumbhkar , "Security in Cloud Environment", ISROSET-International Journal of Scientific Research in Computer Science and Engineering, Volume-02, Issue-03, Page No (6-10), Jun 2014.