# Application of Virtual Reality in Learning Quantum Mechanics
## 5 Conclusions and Suggestions
### Suggestions  
In this study, the virtual teaching modules for learning quantum mechanics were designed using Unity 3D Game Engine for execution on a tablet computer. In the future, they can be upgraded by including the functions of a head-mounted display, three-axis accelerometer, electronic compass, and other components to enhance the interactive user interface of the virtual experiments. In that case, users can be more immersive in the virtual learning environment to further improve their learning effectiveness.  
The virtual teaching modules of quantum mechanics were designed with the basic theories and important concepts of quantum mechanics. The questionnaire surveys on the learning motivation and cognitive load of quantum mechanics were conducted by the experimental group only. It is suggested that a more in-depth study be conducted in the future to compare the cognitive load and learning motivation between the two groups using a larger sample size so that the researchers can discover how the virtual teaching modules can reduce the cognition load and increase learning motivation by visualizing the phenomena of wave-particle duality and help learners understand the abstract concepts of quantum mechanics. Because the gender, age, and educational background of individual participants may also affect the effectiveness, motivation, and cognitive load in learning quantum mechanics, additional variables can be included in the future research design to obtain further findings by a more thorough investigation.  
Although virtual reality is gaining increasing popularity in various applications, it still has some limitations and drawbacks. For example, immersive VR equipment is more expensive in comparison with tablet PCs, and its software requires more memory space and higher computing power, so the user needs a computer with a powerful CPU and graphics card for executing VR software. In addition, it is not suitable for students with VR motion sickness or 3D dizziness and, therefore, may affect the willingness to use VR software. The virtual teaching modules can be applied in other courses, and our future studies include the extension of virtual reality applications to:  
* Simplification and visualizing complex robot kinematics theories: The teaching module can combine interactive games to stimulate the learning motivation and interest of students. Physical robot control can also be included to develop an integrated robot training environment. The learners can control the virtual robot to observe the execution results of the kinematics theory and then understand how to calculate the target position through the setting of the robot's joint parameters.
* Learning advanced semiconductor manufacturing technology: The lithography technology of electronic components has approached the limit of two-dimensional quantum mechanics, so the current research and development of the semiconductor manufacturing process has migrated to three-dimensional lithography technology. A virtual teaching module can be developed to visualize the complex knowledge and abstract concepts of semiconductor manufacturing technology.  
**Author Contributions:** Investigation and formal analysis: M.-C.P.; methodology, writing--review and editing: W.T. All authors have read and agreed to the published version of the manuscript.  
**Funding:** This research was funded by the National Science and Technology Council (NSTC), Taiwan, under the grant number 112-2410-H-007-043-MY2.  
**Institutional Review Board Statement:** The study was conducted in accordance with the Declaration of Helsinki and approved by the Research Ethics Committee of National Tsing Hua University, Taiwan (11105 HT309, 5 July 2022).  
**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study.  
**Data Availability Statement:** Not applicable.  
**Conflicts of Interest:** The authors declare no conflict of interest.