Declarative Knowledge Acquisition in Immersive Virtual Learning Environments

Autor/in	Webster, Rustin
Titel	Declarative Knowledge Acquisition in Immersive Virtual Learning Environments
Quelle	In: Interactive Learning Environments, 24 (2016) 6, S.1319-1333 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.994533
Schlagwörter	Virtual Classrooms; Knowledge Level; Comparative Analysis; Lecture Method; Multimedia Instruction; Pretests Posttests; Computer Simulation; Likert Scales; Questionnaires; Statistical Analysis; Control Groups + Suchen Sie Ihr Suchwort? Wissensbasis; Multimediales Lernen; Computergrafik; Computersimulation; Likert-Skala; Fragebogen; Statistische Analyse
Abstract	The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N = 115) or investigational group (N = 25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01