# Transforming Interactive Educational Content into Immersive Virtual Reality Learning Objects
## 8 Conclusions and Discussion  
An educational IVR application prototype was developed and successfully integrated into Moodle, allowing for automatic recording of results in the LMS. The prototype was evaluated as part of a study by respondents who are familiar with system usability and have expertise in website and GUI evaluation. Due to the difficulties of performing usability testing of IVR applications on a large scale caused by requiring specific hardware, a total of 32 respondents participated in the study. It is possible that the study results may have been biased since all of the study participants had an IT background, are more familiar with technology, and may be quicker to adapt. Even so, the study yielded positive results. The system usability evaluation carried out according to the SUS methodology indicates that the system is of high quality, surpassing 96% of systems tested using the SUS scale, on an estimated score of 85.88 out of 100. The high SUS score indicates that the application's usability had little to no negative effect on the rating of the application's immersion and learning tool evaluation. The IPQ scale results revealed that the developed prototype performed better than average in all subscales, compared to the data from the igroup database [41]: general (4.72 vs. 3.40), sense of presence (4.138 vs. 3.751), involvement (3.452 vs. 2.992), and realism (2.56 vs. 2.10). The low evaluation in the 'Realism' field of the IPQ questionnaire can be explained by the fact that the 3D environment was stylized to fit the purpose of the project and was not meant to be realistic. This was intentionally done for several reasons--the lack of complex 3D models and visual texture detail ensures that the LO is light in its memory use and does not increase the load on the LMS, while having the environment more detailed or open and explorative would distract from the main focus of the application--the learning material itself. Overall, the higher-than-average scores indicated that participants preferred the developed prototype application. With higher rating of immersion, a higher level of engagement may be expected, resulting in better learning material assimilation. With the WBLT scale, the created IVR educational application prototype was evaluated higher than the established LO in all categories, comparing learning (0.894 vs. 0.557), design (0.917 vs. 0.779), and engagement (0.943 vs. 0.472). These results proved to be statistically significant (\(p<0.001\)). The proposed IVR application scored higher in all WBLT scale parameters, indicating that the application was a preferable solution to the study participants. Higher scores of learning and engagement metrics denote increased students' motivation to participate in the task. The relatively small difference between the compared 2D and IVR learning objects in the 'Design' field of the WBLT questionnaire can be explained by the fact that the IVR application is primarily meant to re-use the 2D  
Figure 8: Graph showing how the percentile ranks associate with SUS scores. The letter notation in the diagram correspond to a grade of the system based on the scores, A meaning excellent, B—good, C and D—okay, and F—poor. application's learning material while being provided in a different medium, since one of the goals of the project was to transform existing learning material into IVR. Overall, the comparison results indicate higher satisfaction when using the developed IVR application. Considering that the research was evaluated using only a pilot study, the experiment could be expanded to include more participants to ensure that the results in each tested field are statistically significant. It would be beneficial to implement the created LO into an existing course or study program and examine the rate of acquisition of learning material among students before and after using it.