Studying the Effect of Redundancy in a Virtual Reality Classroom

Autor/inn/en	Liu, Tzu-Chien; Lin, Yi-Chun; Wang, Tzu-Ning; Yeh, Shih-Ching; Kalyuga, Slava
Titel	Studying the Effect of Redundancy in a Virtual Reality Classroom
Quelle	In: Educational Technology Research and Development, 69 (2021) 2, S.1183-1200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Tzu-Chien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-09991-6
Schlagwörter	Virtual Classrooms; Redundancy; Computer Simulation; Elementary School Students; Grade 5; Laboratories; Retention (Psychology); Scores; Cognitive Processes; Difficulty Level; Interference (Learning) + Suchen Sie Ihr Suchwort? Redundanz; Computergrafik; Computersimulation; School year 05; 5. Schuljahr; Schuljahr 05; Laboratory; Laboratorium; Merkfähigkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate this issue. In the current study, one hundred and four fifth-grade students were randomly assigned to four experimental conditions with two different presentation formats (redundant and non-redundant) and two learning environments (lab and VR classroom). The retention test scores, cognitive load, and performance efficiency were used as dependent variables. The results revealed that the redundancy effect occurred in the lab environment and the reverse redundancy effect occurred in the VR classroom environment. In the lab environment, participants who had learned with non-redundant materials demonstrated better learning performance than those who had learned with redundant materials. On the contrary, the results were reversed in the VR classroom environment. The programmed interferences in the VR classroom are suggested as the main factor influencing the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01