# Impact of VR Application in an Academic Context
## 3 Results
### Student Feedback: Analysis of the Surveys and Quiz Results  
#### 3.2.1 Pre-Recorded Video  
A pre-recorded video with EduAssistant application and a survey were sent to a group of students from University Politehnica of Bucharest. The students were both bachelor's degree and master's degree students. A narrator explained all the features in the video recorded and was accompanied by subtitles. A total of 97 students provided answers to the questionnaire. The main results of the survey are explained in the following. To understand more about the profile of the students that were interested in knowing more about this type of activity, the participants were first asked to provide details about their gender and their type of degree. The analysis of data collected showed that 70% of the participants were men and 71% out of the total number of participants were bachelor's degree students.  
Given the increasing prevalence of virtual reality in our daily lives, we considered it necessary to investigate the students' prior experience with immersive environments and their level of satisfaction with such experiences. Figure 19a) shows that 77% of students had previous experience with VR and their experience was mostly for fun and for playing games (see Figure 19b).  
Furthermore, we evaluated the satisfaction level of students with previous VR experiences as reflected in Figure 20. Over 80% of the results were positive (4 out of 5) and very positive (5 out of 5). For evaluation, a Likert scale from 1 to 5 was used.  
Figure 19: Results of previous experience with VR—(**a**) users who had previous experience with VR and (**b**) type of experience with VR equipment.  
Figure 18: Simulation results of voice samples based on various sound frequencies.  
To understand the motivation behind choosing to watch the video, the students were asked to provide their reasons. The results showed that 35% of the students where curious to watch it because of its VR component, 29% were interested in VR for the Workflow Management course, 22% in the multimedia effects used (voice recognition and amphitheater features), 10% in VR for Workflow Management and multimedia effects, and 4% had other reasons (see Figure 21).  
Concentrating on the responses related to the pre-recorded video, it was found that the students responded positively to the question of whether they liked the recording or not. Only one student provided \"No\" as an answer. The rest of them liked the experience and rated it with \"Yes\". Furthermore, they were asked to rate the following elements, using a Likert scale (1 to 5): quality of video, quality of sound, subtitle usefulness, narrator usefulness in enhancing the level of comprehension of the presented features, impact of the desire to experience VR in a realistic setting, and increase in the interest in using VR for studying. The overall assessment results are displayed in Figure 22. They reveal that the average rating results are above 4. Based on the results we can conclude that students consider VR useful for learning purposes and they declared that their interest in using VR for studying has increased due to this experience. They also considered the narrator and the subtitle useful for a better dissemination of the information.  
Figure 21: Motivation for watching the VR video.  
Figure 20: Percentage of satisfaction level in regard to previous VR experience.  
The main achievement that we were looking for during this phase was to capture students' interest in this type of activity and try to promote the tool among them. The results were more than positive, and this is reflected in the students' answers. The level of interest in the Workflow Management course increased, and the students also mentioned they consider it useful to add other materials for study.