Basu’s Research on Virtual Reality Learning Earns International Recognition
Dr. Arya Basu, an assistant professor of computer science at UA Little Rock, has received international recognition for his research exploring the long-term impact of virtual reality (VR) on education.
His paper, “From Novelty to Knowledge: A Longitudinal Investigation of the Novelty Effect on Learning Outcomes in Virtual Reality,” received the Best Paper Honorable Mention Award at the 32nd Institute of Electrical and Electronics Engineers (IEEE) International Conference on Virtual Reality and 3D User Interfaces, held March 8-12 in Saint-Malo, France.
Basu’s research, co-authored with Dr. Joomi Lee of the University of Arkansas and Dr. Chen Crystal Chen of the University of Miami, explores how VR’s initial novelty influences engagement and learning outcomes over time.
The study found that while the novelty of using VR technology initially fuels excitement and exploration of VR, it can also impede learning. However, this effect diminishes over time, and learning outcomes continue to improve, suggesting that VR’s long-term educational benefits may be underestimated.
“A decade of research later, the core question still remains: How do we design immersive experiences that go beyond novelty to drive deep, lasting learning?” Basu said. “This study is an important step in understanding how we can optimize VR for education.”
Investigating the Novelty Effect in VR Learning
The study involved 25 college students from Arkansas, including eight men and 17 women. Participants watched a lecture in a virtual environment and repeated the experiment twice over the course of two weeks.
Unlike traditional classroom settings, the virtual environment was designed as a fully furnished studio apartment, creating comfortable and immersive experiences. Students could walk around and use a virtual remote to start their lecture, allowing for a more natural and engaging learning experience.
“The novelty effect is something everyone encounters. It’s that ‘wow’ moment when experiencing new technology,” Basu explained. “Our research shows that while this effect fades, learning continues to grow, reinforcing the importance of designing VR learning experiences that extend beyond the initial excitement.”
Basu emphasized that VR is not just for gaming and entertainment but also holds great promise in education, particularly for students who may have difficulty accessing traditional learning environments.
“During the COVID-19 pandemic, virtual platforms became essential for education,” Basu said. “VR can provide an immersive learning experience that reaches a broader audience, including students who are working full-time or managing family responsibilities. As the technology becomes more accessible, it has the potential to reshape how we approach education.”
Looking ahead, Basu plans to expand his research by incorporating eye-tracking technology to analyze how students’ attention and retention evolve in VR settings.
“This is just the beginning,” Basu said. “Our goal is to continue refining VR learning tools to make them more effective and engaging. Ultimately, I want students to actively integrate VR into their curriculum, making learning more interactive, lasting, and impactful.”