Summarization

[ Assignment 4 ]

• There has always been a need to introduce new ways of teachings to improve skills of
future generation of adults who will make up the company in coming years. In recent
times we can see a huge development in both virtual reality and augmented reality. If
these technologies can produce a great outcome in terms of knowledge.
• The research is divided in several phases, in the first two applications are developed
using the technologies of virtual and augmented reality and In the second, the efficiency
of software in teaching and learning is tested .
• for the efficiency testing, usability tests with the different class of students were
organized who were given questionnaires to evaluate the experience. The
questionnaires were made up of various questions to monitor student’s opinion and
suggestion.
• The software is designed such that it can be run on various low end devices without
additional software component which makes it possible to run on Android devices as
well.
• The effectiveness of including AI and VR in technologies is that it includes sensory
engagement which makes students retain and understand the concept easily, for
example by looking, hearing and contacting. This type of learning might sensory learning
finds a great advantage to teach students with autism and dyslexia. Also, complex
functions, reaction models which are difficult to draw on traditional blackboards or
slides can be displayed using these technologies. The applications of these technologies
have become increasingly prevalent especially in response to challenges posed by
COVID-19 pandemic. It has been proved very effective in higher education institutes.
However, it has several drawbacks too like mental fatigue and visual exhaustion.
• In some research, it is shown that immersion in a digital environment can enhance
education in multiple ways as it activates various perspectives. In some work, it is found
that students find it difficult to visualize mathematical functions with which it relatively
easier using these technologies. The success of VR and ER in education relies heavily on
students perception and the ability of teachers to develop an inclusive design to
accommodate students with varying level of familiarity with technologies.
• The technology uses two applications, the first perform augmented reality simulation
and second performs simulation in virtual reality. It is based on WebGL to make it
accessible via browser. The software adopted for developing the environment are unity,
Blender and vulforia.
• The first, unity, allows one to compose scenarios starting from 3-D models, insert and
implement script and animations and finally allow programmers to export the project
for various platforms and devices.
• The second performs blender program. Blender is necessary for creating 3d models to
decorate the scene and increase the sense of immersion the user feels.
O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

• Finally, vulforia is a framework of unity and other platform that integrates the
management of makers used to start the spawn and despawn of events of the three
dimensional objects related to the project of augmented reality. Now, vomarks makers
are images with many vertices and edges and are used to identify various shapes to be
displayed uniquely. Vuforia identifies them and superimposes them into the real world.
This is done by using two scripts in C#.
• The first script takes input of two parameters, the resolution of grid and impersonation
of the functional form.
• The second script makes up the final figure. It takes a generic list of triangles and
transforms it into a game object. The game object is assigned a texture, and the scene is
enriched with a point light to guarantee the correct lighting.
• The game object is connected to a vumark type marker for managing the figures for the
augmented reality application, then, Vumarks are generated through a web app that
builds square images composed of lines, vertices, and random colors. Then the images
are saved., They are imported into Vumark database, managed via Vuforia, and then into
database of Unity project.
• The virtual reality application is based on an environment that can be explored similarly
to what happens in the virtual reality world. The scenario is first drawn on paper, then
on blender (an application to draw 3d objects) and the import it to unity project

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O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

Received 20 November 2023, accepted 10 December 2023, date of publication 12 December 2023, date of
current version 27 December 2023.
Digital Object Identifier 10.1109/ACCESS.2023.3342116

Empowering Knowledge With Virtual and

Augmented Reality
OSVALDO GERVASI, (Senior Member, IEEE), DAMIANO PERRI, AND MARCO SIMONETTI
Department of Mathematics and Computer Science, University of Perugia, 06123 Perugia, Italy

Corresponding author: Osvaldo Gervasi ([Link]@[Link])

This work was supported in part by the European Chemistry Thematic Network (ECTN), EchemTest® Project, through the Recurrent
Donations to the LibreEOL Project of the Department of Mathematics and Computer Science, Perugia University; and in part by the Italian
Not-For-Profit Organization International Conference on Computational Science and Its Application (ICCSA) under Grant IT01814970768.

ABSTRACT Recent global advancements in ICT technologies have motivated our research to
assess the impact of Virtual and Augmented Reality on teaching and learning. In particular, we
conducted a rigorous study on the effects on learning by subjecting classes of students to an
experience of these emerging technologies and measuring their feelings before and after the
experiment through questionnaires. We carried out the research involving three high schools
and a total of 162 students aged between 15 and 20. During the meetings, we made available
two applications that we developed. The first is a Virtual Reality environment that enables the
user to explore a room in which the system spawns three-dimensional objects defined by the
teacher. The objects may represent mathematical functions, physics simulations, scenes
relating to historical re-enactments, etc. The second is an Augmented Reality smartphone
application that allows three-dimensional figures to be observed via the smartphone screen by
framing a marker printed on paper. Both applications are realised with free software, trying to
minimise the technical requirements for their operation and guaranteeing reliability and
usability. The work concludes by analysing the results obtained and comparing the
effectiveness of the two technologies tested. Results of tests conducted in three Italian schools
show that Augmented Reality is seen as a useful tool in education by about 94.43%.
Importantly, the use of these technologies requires an inclusive design that involves all
students, regardless of their level of familiarity with the technology. The overall analysis reveals
that both technologies performed well, and students value them for their intuitiveness and
level of immersion. The in presence experience is more effective for using immersive
applications fostered by student collaboration.

INDEX TERMS Virtual reality, augmented reality, education, COVID-19.

VOLUME 11, 2023 144651

I. INTRODUCTION
The study of new ways to disseminate knowledge is one of the fascinating sectors in which
scientific research can be concentrated [1]. Research into how to apply and exploit new
technologies can outline new best practices to enhance students’ quality of life [2]. Furthermore,
that leads to simplifying the work of teachers while striving to improve the skills of the future
generation of adults who will make up the company in the coming years [3]. In recent times,

The associate editor coordinating the review of this manuscript and

both Virtual Reality and Augmented Reality technologies have undergone constant refinement
and advancement, both in graphic quality [4], [5], [6] and in performance [7] for the execution
and rendering of three-dimensional objects, thanks to the increased computational power
available to modern hardware. The research presented was divided into several phases. In the
first phase, two software applications were developed that exploit the technologies mentioned
earlier. Then, to test the efficiency of the software in teaching and learning, we organised
usability tests with three different classes of high school students, who were given obtained from
the questionnaires administered to students of three high schools were analysed.

approving it for publication was Lei Wei. questionnaires to evaluate the experience [8]. Next, the results
2023 The Authors. This work is licensed under a Creative Commons Attribution 4.0 License.
VOLUME 11, 2023 For more information, see [Link] 144649
The software developed is designed to guarantee its execution on low-end hardware that does
not require huge expenses for schools or students. The first software is a Web App and runs
exclusively in the web browser, without additional software components, and is therefore
independent of the operating system of the user device [9]. The second software uses
Augmented Reality and has been developed for Android mobile devices.

The questionnaires are made up of various questions to monitor the students’ opinions and
suggestions and verify whether the proposed approach improves the quality of learning within
schools. In total, we collected 173 questionnaires, of which male students produced 110 and 63
by female students. All the students who participated in the questionnaire were enrolled in high
schools with scientific [Link] are located in
various urban areas.

The present work is organised as follows: Section II discusses the most recent works that address
teaching and disseminating knowledge through advanced techniques and technologies such as
Virtual and Augmented Reality. Section III highlights the findings that appeared in previous
related studies related to the empowerment of knowledge with Virtual and Augmented Reality.
In Section IV, the architecture of Received 20 November 2023, accepted 10 December 2023, date
of publication 12 December 2023, date of current version 27 December 2023.

Digital Object Identifier 10.1109/ACCESS.2023.3342116

Empowering Knowledge With Virtual and Augmented Reality

OSVALDO GERVASI, (Senior Member, IEEE), DAMIANO PERRI, AND MARCO SIMONETTI
O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

Department of Mathematics and Computer Science, University of Perugia, 06123 Perugia, Italy

Corresponding author: Osvaldo Gervasi ([Link]@[Link])

This work was supported in part by the European Chemistry Thematic Network (ECTN),
EchemTest® Project, through the Recurrent

Donations to the LibreEOL Project of the Department of Mathematics and Computer Science,
Perugia University; and in part by the Italian Not-For-Profit Organization International
Conference on Computational Science and Its Application (ICCSA) under Grant IT01814970768.

ABSTRACT Recent global advancements in ICT technologies have motivated our research to
assess the impact of Virtual and Augmented Reality on teaching and learning. In particular, we
conducted a rigorous study on the effects on learning by subjecting classes of students to an
experience of these emerging technologies and measuring their feelings before and after the
experiment through questionnaires. We carried out the research involving three high schools
and a total of 162 students aged between 15 and 20. During the meetings, we made available
two applications that we developed. The first is a Virtual Reality environment that enables the
user to explore a room in which the system spawns three-dimensional objects defined by the
teacher. The objects may represent mathematical functions, physics simulations, scenes relating
to historical re-enactments, etc. The second is an Augmented Reality smartphone application
that allows three-dimensional figures to be observed via the smartphone screen by framing a
marker printed on paper. Both applications are realised with free software, trying to minimise
the technical requirements for their operation and guaranteeing reliability and usability. The
work concludes by analysing the results obtained and comparing the effectiveness of the two
technologies tested. Results of tests conducted in three Italian schools show that Augmented
Reality is seen as a useful tool in education by about 94.43%. Importantly, the use of these
technologies requires an inclusive design that involves all students, regardless of their level of
familiarity with the technology. The overall analysis reveals that both technologies performed
well, and students value them for their intuitiveness and level of immersion. The in presence
experience is more effective for using immersive applications fostered by student collaboration.

INDEX TERMS Virtual reality, augmented reality, education, COVID-19.

VOLUME 11, 2023 144650

O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

I. INTRODUCTION

The study of new ways to disseminate knowledge is one of the fascinating sectors in which scientific
research can be concentrated [1]. Research into how to apply and exploit new technologies can outline
new best practices to enhance students’ quality of life [2]. Furthermore, that leads to simplifying the
work of teachers while striving to improve the skills of the future generation of adults who will make up
the company in the coming years [3]. In recent times,

The associate editor coordinating the review of this manuscript and

both Virtual Reality and Augmented Reality technologies have undergone constant refinement and
advancement, both in graphic quality [4], [5], [6] and in performance [7] for the execution and rendering
of three-dimensional objects, thanks to the increased computational power available to modern
hardware. The research presented was divided into several phases. In the first phase, two software
applications were developed that exploit the technologies mentioned earlier. Then, to test the efficiency
of the software in teaching and learning, we organised usability tests with three different classes of high
school students, who were given obtained from the questionnaires administered to students of three
high schools were analysed.

approving it for publication was Lei Wei. questionnaires to evaluate the experience [8]. Next, the results

2023 The Authors. This work is licensed under a Creative Commons Attribution 4.0 License.

VOLUME 11, 2023 For more information, see [Link] 144649

The software developed is designed to guarantee its execution on low-end hardware that does not
require huge expenses for schools or students. The first software is a Web App and runs exclusively in
the web browser, without additional software components, and is therefore independent of the
operating system of the user device [9]. The second software uses Augmented Reality and has been
developed for Android mobile devices.

The questionnaires are made up of various questions to monitor the students’ opinions and suggestions
and verify whether the proposed approach improves the quality of learning within schools. In total, we
collected 173 questionnaires, of which male students produced 110 and 63 by female students. All the
students who participated in the questionnaire were enrolled in high schools with scientific
[Link] are located in various urban areas.

The present work is organised as follows: Section II discusses the most recent works that address
teaching and disseminating knowledge through advanced techniques and technologies such as Virtual
and Augmented Reality. Section III highlights the findings that appeared in previous related studies
related to the empowerment of knowledge with Virtual and Augmented Reality. In Section IV, the
architecture of the system and the main algorithms underlying the two software projects are presented.
Section V describes the questionnaires and data collection methods. In Section VI, the results of the
three usability tests carried out are analysed.

Section VII discusses the conclusions of our research and outlines future developments.

II. RELATED WORKS

VOLUME 11, 2023 144651

O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

Enhancing the knowledge dissemination through sensory engagement makes learning more effective, as
our minds benefit from experiencing concepts through multiple sensory levels [10]. For instance,
through looking, hearing and contacting, we fabricate a complex reasonable design that bears and
reinforces our knowledge [11], [12]. Multisensory learning is valuable in unique situations like autism
and dyslexia [13], [14], [15], [16], [17], [18], [19], [20], [21]. An immersive learning environment offers
several advantages over traditional methods, providing spatial comprehension of concepts, heightened
peripheral awareness, increased bandwidth for information, and reduced data scattering [22]. With the
following work, we aim to fill a research gap that currently exists in the literature. This paper aims to
provide teachers with open technologies to facilitate the knowledge dissemination of abstract concepts
that are difficult to represent on the blackboard or via a slide presentation. Examples of these concepts
are mathematical functions and models, chemical reactions, representations of physical phenomena,
and so on. We analyse students’ perceptions with respect to the same content delivered via Virtual
Reality and Augmented Reality to compare the results and understand their advantages and
disadvantages.

A few works have been proposed to accomplish the reason, particularly in the natural sciences:
chemistry [23], biology [24], [25], physiology [26], physics [27]. Since their origin, Virtual Reality (VR) and
Augmented Reality (AR) have been technologies with varying degrees of success, sometimes due to the
absence of sufficient low-cost hardware and other times due to the inherent complexity of the
technologies used. Their fortunes have drastically changed since the development of
mobiletechnology,andwenowhaveaffordablehardwareand software solutions that make them broadly
useable in many facets of contemporary life. These days, VR and AR are used for various purposes. From
the fields of entertainment [28], [28], education [29], [30], [31], [32], tourism [33], [34], [35], [36], [37],
[38], networking and communications [39], [40], microelectronic and high-performances hardware
industries [41], e-commerce [25], [42], [43], medicine [44], [45], [46], [47], [48]. The thought may be to
establish computerised conditions to upgrade abilities, information, and capabilities in mathematics,
which can diminish tension and further develop results [49].

III. DISCUSSION

Combining VR and AR technologies in education has made learning and teaching more immersive, which
has a favourable impact on both. The applications of these technologies have become increasingly
prevalent, especially in response to the challenges posed by the COVID-19 pandemic, including their
heterogeneous combinations and varied experiences. It has been proved that in university higher
education, such technologies have been very effective, increasing the effectiveness of teaching and
learning [50], [51]. However, it is crucial to acknowledge potential drawbacks, such as reported instances
of increased mental fatigue and visual exhaustion, which merit consideration in the implementation of
these technologies [52].

Research indicates that immersion in a digital environment can enhance education in multiple ways, as it
activates various perspectives [53], a valuable asset in all areas of mathematics [54].

In some works, it has been seen that despite the numerical straightforwardness of the idea about a
function [55], numerous students think that it is hard to relate its logical structure to the relative
diagram. That seems to be as though the intermediate layers existing between the innate idea and the
scientific, mathematical one forestalled a reasonable comprehension of the link [56], [57]. It has also
been demonstrated that using programming tools prepared to promote the intrinsic logical-

VOLUME 11, 2023 144652

O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

mathematical connection in math functions can assist students with fostering a positive mentality
towards science [58].

Concerning attitudes, motivation, curiosity, and competence [59], we acknowledge the need for further
research to grasp the significant implications fully.

The success of VR and AR in education relies heavily on students’ perceptions and the ability of teachers
to develop an inclusive design to accommodate students with varying levels of familiarity with
technology.

IV. THE ARCHITECTURE OF THE PROPOSED SYSTEM This section describes the techniques used to create
the environments and three-dimensional shapes necessary to design the experience for the students.
Two software applications have been developed. The first application performs an Augmented Reality
simulation and was developed and compiled for the Android operating system. The second application
performs a simulation in Virtual Reality, and it is based on WebGL to make it accessible via a browser.
The software adopted for developing the environments are Unity,1Blender,2 and Vuforia.3

The first, Unity, allows one to compose scenarios starting from three-dimensional models, insert and
implement scripts and animations and finally, allow the programmer to export the project for different
platforms and devices. In our case, we exported the project for the Android platform. The license with
which this software is made available is bound by the Unity software, which has a proprietary license
that allows unrestricted use for all projects with annual earnings of less than 1,000,000 USD.4 Since our
application is intended for scientific and educational uses, it does not exceed this limit. Even Vuforia is
subject to similar limitations linked to the number of model targets present in the project, and this
limitation does not affect its use in our context. Blender is released under the Open-Source GPL3 licence.
In our opinion, this combination of software is optimal in terms of functionality, accessibility and ease of
use to develop innovative applications in the Virtual Reality and Augmented Reality field. Unity also
permits the export of projects for various platforms, such as Android, iOS, WebGL and others. The
second program, Blender, is necessary for creating three-dimensional models that decorate the scene
and increase the sense of immersion the user feels.

Finally, Vuforia is a framework for Unity and other platforms that integrates the management of markers
used to start the spawn and despawn events of the three-dimensional objects related to the project in
Augmented Reality. The Vumarks markers are images with many vertices and edges and are used to
identify the various shapes to be displayed uniquely. When the smartphone camera frames them, the
Vuforia software identifies them and superimposes the Virtual models in the real world. The generation
of the models takes place through two scripts in C#. The first script takes as input a pair of parameters:
the resolution of the representation grid and the expression of the functional form.

1 [Link]

2 [Link]

3 [Link]

4 [Link]

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O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

Through this first phase, the script generates the list of vertices having coordinates (X,Y,Z). Subsequently,
the second part of the script processes the list of vertices to calculate the triangles that make up the
final figure. The list of triangles and their coordinates is the output. The output is handled by a second
script, which takes a generic list of triangles and transforms it into a Game Object.5 During the Game
Objects creation process, it is essential to underline that the normals are also calculated, necessary to
manage the behaviour of light rays on the surface of the objects. Subsequently, the Game Object is
assigned the texture, and the scene is enriched with a Point Light to guarantee the correct lighting. The
code just described is the same for both the Augmented Reality project and the Virtual Reality project.

A. AUGMENTED REALITY APP

After the steps just described, the Game Object is ready to be connected to a Vumark-type marker for
managing the figures for the Augmented Reality application. We generated the Vumarks through a web
app that builds square images composed of lines, vertices and random colours.6 Once the images have
been saved, they must be imported into the Vumark database managed via Vuforia, and finally, the
database is inserted into the Unity project. The Vumarks are arranged inside the project scene without
worrying about the positioning of the elements; the only important thing is that these are present in the
logic of the scenario, as shown in Figure 1.

FIGURE 1. The Vumarks arranged in the project scene.

For each Vumark, now treated as a Game Object, a child Game Object is grafted, made up of the 3D
representation of the mathematical function, generated using the scripts described above. An example
is shown in Figure 2. The developed code that qualifies to generate three-dimensional figures has been
published on GitHub.7 The minimum operating system required to run the application is Android

5 [Link]

6 [Link]

7 [Link]

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O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

FIGURE 2. The 3D object representing the mathematical function is set as a daughter of the Vumark.

FIGURE 3. Application running on an Android tablet, the function shown is f(x,y) = sin(5x)cos(5y).

4.4, and the final size of the application is 37.2MB. Exporting the project in Augmented Reality produced
an apk file, which was published on the Google Play Store and made available to users for download. An
example of the application in operation is shown in Figure 3.

B. VIRTUAL REALITY APP

The Virtual Reality application is based on an environment that can be explored similarly to what
happens in Virtual worlds dedicated to entertainment, such as video games. The scenario was first
drawn on paper drafts and then drawn in computer graphics with Blender. The ceiling, the floor, the
walls of the room, the doors, and the shape of the lights were modelled. These components have been
exported from Blender in FBX format and subsequently imported into the Unity project. We performed
the level design and scene composition phase by realistically distributing the elements, i.e., the
mathematical functions. A critical aspect of obtaining a good final performance of the project, which
requires extreme care, is optimising the various components and processes. In particular, the
optimisation concerned two aspects: the graphic quality and the rendering speed. We sought an
acceptable compromise to obtain high graphic quality, a low loading time, independence from the user’s
operating systems [9], and a good rendering speed, even on hardware with little computational power.

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O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

To ensure acceptable performance, the whole scenario was set up as ‘static’, and we pre-calculated the
lighting. The only objects that will receive real-time lighting are those that are animated or with which
the user can interact. We have focused on developing the application as a Web App using WebGL
technology to make it independent from the Operating System, and we have optimised the graphics
with the following techniques:

• adopting texture streaming, i.e. loading textures only when the system really needs to use them.

• using Occlusion Culling,8 i.e. the rendering of only the objects that are visible through the
camera of the scene.

• using GPU instancing to optimise Draw Calls and render multiple copies of objects with the same
mesh and texture in a single Draw Call.

Compression based on the open-source algorithm Brotli [60] was used to reduce the project size.
Exporting the project in Virtual Reality generated a series of HTML and JavaScript files, which are made
available to users through an Apache web server. Figure 4 shows an example of the Virtual scenario
explored by the students.

FIGURE 4. Some mathematical functions placed inside the scenario.

V. DESCRIPTION OF QUESTIONNAIRES AND EXPERIENCES

his research aims to determine the students’ opinions and understand how these applications can
empower students’ knowledge. In total, three usability tests were held in three different schools and
different periods. Due to the rules governing social distancing after the COVID-19 pandemic, it was
necessary to conduct the meeting with two of these schools remotely.

The usability tests started with an introduction of the concepts related to the Virtual environments, in
particular highlighting the peculiarities of Virtual Reality and Augmented Reality, followed by some
preliminary instructions on how to conduct the experience and detailing the assigned tasks. In the case
of remote tests, we added a calibration and verification phase for the devices and a practical remote
demonstration of how the test was to be carried out to avoid problems due to misinterpretation of the
instructions provided.

8 [Link]

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O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

We then provided the Vumark associated with the mathematical functions to be studied and
represented as a link to a PDF file in the case of remote tests and printed in the case of in presence tests.
Subsequently, the students experienced the Virtual Reality environments using the computer and the

Augmented Reality application using their own smartphones.

At the end of all tests, the students answered the questions we proposed with the questionnaire.

In the questionnaires provided, some questions aimed to analyse the effects of Virtual Reality and
Augmented Reality on students. That permits us to understand whether these simple software
applications can cause cyber-sickness, i.e. that condition of fatigue caused by immersive systems that
leads the user to have any headache, nausea, or other symptoms [61], [62].

A. DESCRIPTION OF THE QUESTIONS

For the definition of the questionnaire, we chose a series of questions aimed at understanding the
students’ perception of the software used, what impression they have of its ease of use, its graphic
quality, and its immediacy. The questions are organised into three categories: the first category includes
general questions, the second category includes questions related to VR and the third category
questions related to AR. AR- and VR-related questions are identical; only the technology they refer to
changes. The questionnaire first prompted the personal data indicating age, gender, and class attended,
followed by some general questions formulated to understand the degree of knowledge the students
had regarding Virtual Reality worlds. In particular, they were asked

• whether they had ever used or experimented with applications using Virtual Reality and
Augmented Reality.

• to rate the Ease of use, Ease of installation, User experience, and Graphic quality of the content
provided by the Virtual Reality application.

• if the expectations of the Virtual Reality experience were fulfilled.

• to rate the Ease of use, Ease of installation, User experience, and Graphic quality of the content
provided by the Augmented Reality application.

• if the expectations of the Augmented Reality experience were fulfilled.

• if the adopted methodology was appropriated.

• if the user experienced any disorientation or vomiting with VR or AR.

• if the user had other complaints.

the system and the main algorithms underlying the two software projects are presented. Section V
describes the questionnaires and data collection methods. In Section VI, the results of the three usability
tests carried out are analysed.

Section VII discusses the conclusions of our research and outlines future developments.

VOLUME 11, 2023 144657

O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

II. RELATED WORKS

Enhancing the knowledge dissemination through sensory engagement makes learning more effective, as
our minds benefit from experiencing concepts through multiple sensory levels [10]. For instance,
through looking, hearing and contacting, we fabricate a complex reasonable design that bears and
reinforces our knowledge [11], [12]. Multisensory learning is valuable in unique situations like autism
and dyslexia [13], [14], [15], [16], [17], [18], [19], [20], [21]. An immersive learning environment offers
several advantages over traditional methods, providing spatial comprehension of concepts, heightened
peripheral awareness, increased bandwidth for information, and reduced data scattering [22]. With the
following work, we aim to fill a research gap that currently exists in the literature. This paper aims to
provide teachers with open technologies to facilitate the knowledge dissemination of abstract concepts
that are difficult to represent on the blackboard or via a slide presentation. Examples of these concepts
are mathematical functions and models, chemical reactions, representations of physical phenomena,
and so on. We analyse students’ perceptions with respect to the same content delivered via Virtual
Reality and Augmented Reality to compare the results and understand their advantages and
disadvantages.

A few works have been proposed to accomplish the reason, particularly in the natural sciences:
chemistry [23], biology [24], [25], physiology [26], physics [27]. Since their origin, Virtual Reality (VR) and
Augmented Reality (AR) have been technologies with varying degrees of success, sometimes due to the
absence of sufficient low-cost hardware and other times due to the inherent complexity of the
technologies used. Their fortunes have drastically changed since the development of
mobiletechnology,andwenowhaveaffordablehardwareand software solutions that make them broadly
useable in many facets of contemporary life. These days, VR and AR are used for various purposes. From
the fields of entertainment [28], [28], education [29], [30], [31], [32], tourism [33], [34], [35], [36], [37],
[38], networking and communications [39], [40], microelectronic and high-performances hardware
industries [41], e-commerce [25], [42], [43], medicine [44], [45], [46], [47], [48]. The thought may be to
establish computerised conditions to upgrade abilities, information, and capabilities in mathematics,
which can diminish tension and further develop results [49].

III. DISCUSSION
Combining VR and AR technologies in education has made learning and teaching more immersive, which
has a favourable impact on both. The applications of these technologies have become increasingly
prevalent, especially in response to the challenges posed by the COVID-19 pandemic, including their
heterogeneous combinations and varied experiences. It has been proved that in university higher
education, such technologies have been very effective, increasing the effectiveness of teaching and
learning [50], [51]. However, it is crucial to acknowledge potential drawbacks, such as reported instances
of increased mental fatigue and visual exhaustion, which merit consideration in the implementation of
these technologies [52].

Research indicates that immersion in a digital environment can enhance education in multiple ways, as it
activates various perspectives [53], a valuable asset in all areas of mathematics [54].

In some works, it has been seen that despite the numerical straightforwardness of the idea about a
function [55], numerous students think that it is hard to relate its logical structure to the relative
diagram. That seems to be as though the intermediate layers existing between the innate idea and the

VOLUME 11, 2023 144658

O. Gervasi et al.: Empowering Knowledge With Virtual and Augmented Reality

scientific, mathematical one forestalled a reasonable comprehension of the link [56], [57]. It has also
been demonstrated that using programming tools prepared to promote the intrinsic logical-
mathematical connection in math functions can assist students with fostering a positive mentality
towards science [58].

Concerning attitudes, motivation, curiosity, and competence [59], we acknowledge the need for further
research to grasp the significant implications fully.

The success of VR and AR in education relies heavily on students’ perceptions and the ability of teachers
to develop an inclusive design to accommodate students with varying levels of familiarity with
technology.

IV. THE ARCHITECTURE OF THE PROPOSED SYSTEM This section describes the techniques used to create the
environments and three-dimensional shapes necessary to design the experience for the students. Two
software applications have been developed. The first application performs an Augmented Reality
simulation and was developed and compiled for the Android operating system. The second application
performs a simulation in Virtual Reality, and it is based on WebGL to make it accessible via a browser.
The software adopted for developing the environments are Unity,9Blender,10 and Vuforia.11
The first, Unity, allows one to compose scenarios starting from three-dimensional models, insert and
implement scripts and animations and finally, allow the programmer to export the project for different
platforms and devices. In our case, we exported the project for the Android platform. The license with
which this software is made available is bound by the Unity software, which has a proprietary license
that allows unrestricted use for all projects with annual earnings of less than 1,000,000 USD.12 Since our
application is intended for scientific and educational uses, it does not exceed this limit. Even Vuforia is
subject to similar limitations linked to the number of model targets present in the project, and this
limitation does not affect its use in our context. Blender is released under the Open-Source GPL3 licence.
In our opinion, this combination of software is optimal in terms of functionality, accessibility and ease of
use to develop innovative applications in the Virtual Reality and Augmented Reality field. Unity also
permits the export of projects for various platforms, such as Android, iOS, WebGL and others. The
second program, Blender, is necessary for creating three-dimensional models that decorate the scene
and increase the sense of immersion the user feels.

Finally, Vuforia is a framework for Unity and other platforms that integrates the management of markers
used to start the spawn and despawn events of the three-dimensional objects related to the project in
Augmented Reality. The Vumarks markers are images with many vertices and edges and are used to
identify the various shapes to be displayed uniquely. When the smartphone camera frames them, the
Vuforia software identifies them and superimposes the Virtual models in the real world. The generation
of the models takes place through two scripts in C#. The first script takes as input a pair of parameters:
the resolution of the representation grid and the expression of the functional form.

9 [Link]
10 [Link]
11 [Link]
12 [Link]

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Through this first phase, the script generates the list of vertices having coordinates (X,Y,Z).
Subsequently, the second part of the script processes the list of vertices to calculate the triangles that
make up the final figure. The list of triangles and their coordinates is the output. The output is handled
by a second script, which takes a generic list of triangles and transforms it into a Game Object.13 During
the Game Objects creation process, it is essential to underline that the normals are also calculated,
necessary to manage the behaviour of light rays on the surface of the objects. Subsequently, the Game
Object is assigned the texture, and the scene is enriched with a Point Light to guarantee the correct
lighting. The code just described is the same for both the Augmented Reality project and the Virtual
Reality project.

A. AUGMENTED REALITY APP

After the steps just described, the Game Object is ready to be connected to a Vumark-type marker for
managing the figures for the Augmented Reality application. We generated the Vumarks through a web
app that builds square images composed of lines, vertices and random colours.14 Once the images have
been saved, they must be imported into the Vumark database managed via Vuforia, and finally, the
database is inserted into the Unity project. The Vumarks are arranged inside the project scene without
worrying about the positioning of the elements; the only important thing is that these are present in the
logic of the scenario, as shown in Figure 1.

FIGURE 1. The Vumarks arranged in the project scene.

For each Vumark, now treated as a Game Object, a child Game Object is grafted, made up of the 3D
representation of the mathematical function, generated using the scripts described above. An example
is shown in Figure 2. The developed code that qualifies to generate three-dimensional figures has been
published on GitHub.15 The minimum operating system required to run the application is Android

13 [Link]
14 [Link]
15 [Link]

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FIGURE 2. The 3D object representing the mathematical function is set as a daughter of the Vumark.

FIGURE 3. Application running on an Android tablet, the function shown is f(x,y) = sin(5x)cos(5y).

4.4, and the final size of the application is 37.2MB. Exporting the project in Augmented Reality produced
an apk file, which was published on the Google Play Store and made available to users for download. An
example of the application in operation is shown in Figure 3.

B. VIRTUAL REALITY APP

The Virtual Reality application is based on an environment that can be explored similarly to what
happens in Virtual worlds dedicated to entertainment, such as video games. The scenario was first
drawn on paper drafts and then drawn in computer graphics with Blender. The ceiling, the floor, the
walls of the room, the doors, and the shape of the lights were modelled. These components have been
exported from Blender in FBX format and subsequently imported into the Unity project. We performed
the level design and scene composition phase by realistically distributing the elements, i.e., the
mathematical functions. A critical aspect of obtaining a good final performance of the project, which
requires extreme care, is optimising the various components and processes. In particular, the
optimisation concerned two aspects: the graphic quality and the rendering speed. We sought an
acceptable compromise to obtain high graphic quality, a low loading time, independence from the user’s

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operating systems [9], and a good rendering speed, even on hardware with little computational power.
To ensure acceptable performance, the whole scenario was set up as ‘static’, and we pre-calculated the
lighting. The only objects that will receive real-time lighting are those that are animated or with which
the user can interact. We have focused on developing the application as a Web App using WebGL
technology to make it independent from the Operating System, and we have optimised the graphics
with the following techniques:
• adopting texture streaming, i.e. loading textures only when the system really needs to use them.
• using Occlusion Culling,16 i.e. the rendering of only the objects that are visible through the camera of
the scene.
• using GPU instancing to optimise Draw Calls and render multiple copies of objects with the same
mesh and texture in a single Draw Call.
Compression based on the open-source algorithm Brotli [60] was used to reduce the project size.
Exporting the project in Virtual Reality generated a series of HTML and JavaScript files, which are made
available to users through an Apache web server. Figure 4 shows an example of the Virtual scenario
explored by the students.

FIGURE 4. Some mathematical functions placed inside the scenario.

V. DESCRIPTION OF QUESTIONNAIRES AND EXPERIENCES

his research aims to determine the students’ opinions and understand how these applications can
empower students’ knowledge. In total, three usability tests were held in three different schools and
different periods. Due to the rules governing social distancing after the COVID-19 pandemic, it was
necessary to conduct the meeting with two of these schools remotely.

The usability tests started with an introduction of the concepts related to the Virtual environments, in
particular highlighting the peculiarities of Virtual Reality and Augmented Reality, followed by some
preliminary instructions on how to conduct the experience and detailing the assigned tasks. In the case
of remote tests, we added a calibration and verification phase for the devices and a practical remote
demonstration of how the test was to be carried out to avoid problems due to misinterpretation of the
instructions provided.

16 [Link]

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We then provided the Vumark associated with the mathematical functions to be studied and
represented as a link to a PDF file in the case of remote tests and printed in the case of in presence tests.
Subsequently, the students experienced the Virtual Reality environments using the computer and the

Augmented Reality application using their own smartphones.

At the end of all tests, the students answered the questions we proposed with the questionnaire.

In the questionnaires provided, some questions aimed to analyse the effects of Virtual Reality and
Augmented Reality on students. That permits us to understand whether these simple software
applications can cause cyber-sickness, i.e. that condition of fatigue caused by immersive systems that
leads the user to have any headache, nausea, or other symptoms [61], [62].

A. DESCRIPTION OF THE QUESTIONS

For the definition of the questionnaire, we chose a series of questions aimed at understanding the
students’ perception of the software used, what impression they have of its ease of use, its graphic
quality, and its immediacy. The questions are organised into three categories: the first category includes
general questions, the second category includes questions related to VR and the third category
questions related to AR. AR- and VR-related questions are identical; only the technology they refer to
changes. The questionnaire first prompted the personal data indicating age, gender, and class attended,
followed by some general questions formulated to understand the degree of knowledge the students
had regarding Virtual Reality worlds. In particular, they were asked
• whether they had ever used or experimented with applications using Virtual Reality and Augmented
Reality.
• to rate the Ease of use, Ease of installation, User experience, and Graphic quality of the content
provided by the Virtual Reality application.
• if the expectations of the Virtual Reality experience were fulfilled.
• to rate the Ease of use, Ease of installation, User experience, and Graphic quality of the content
provided by the Augmented Reality application.
• if the expectations of the Augmented Reality experience were fulfilled.
• if the adopted methodology was appropriated.
• if the user experienced any disorientation or vomiting with VR or AR.
• if the user had other complaints.

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