Motivational and Cognitive Benefits of Training in Immersive Virtual Reality Based on Multiple Assessments

Autor/inn/en	Makransky, Guido; Borre-Gude, Stefan; Mayer, Richard E.
Titel	Motivational and Cognitive Benefits of Training in Immersive Virtual Reality Based on Multiple Assessments
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 6, S.691-707 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makransky, Guido) ORCID (Mayer, Richard E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12375
Schlagwörter	Computer Simulation; Self Efficacy; Learning Motivation; Comparative Analysis; Laboratory Safety; Outcomes of Education; Undergraduate Students; Pretests Posttests; Scores; Problem Solving; Engineering Education; Multiple Choice Tests; Retention (Psychology); Instructional Effectiveness; Transfer of Training; Teaching Methods + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Problemlösen; Ingenieurausbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Merkfähigkeit; Unterrichtserfolg; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females). We include five types of learning outcomes including post-test enjoyment ratings; pre- to post-test changes in intrinsic motivation and self-efficacy; a post-test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self-efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01