Immersive Virtual Reality Increases Liking but Not Learning with a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality

Autor/inn/en	Makransky, Guido; Andreasen, Niels K.; Baceviciute, Sarune; Mayer, Richard E.
Titel	Immersive Virtual Reality Increases Liking but Not Learning with a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality
Quelle	In: Journal of Educational Psychology, 113 (2021) 4, S.719-735 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makransky, Guido) ORCID (Andreasen, Niels K.) ORCID (Baceviciute, Sarune) ORCID (Mayer, Richard E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000473
Schlagwörter	Computer Simulation; Learning Strategies; Video Technology; Science Instruction; Instructional Effectiveness; Virtual Classrooms; Science Laboratories; Crime; High School Students; Student Attitudes; Knowledge Level; Transfer of Training; Interaction; Manipulative Materials; Multimedia Materials + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Crimes; Delict; Delicts; Delikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Wissensbasis; Training; Transfer; Ausbildung; Interaktion; Hilfsmittel
Abstract	We investigated the instructional effectiveness of using an interactive and immersive virtual reality (IVR) simulation versus a video for teaching scientific knowledge in 2 between-subjects experiments. In Experiment 1, 131 high school students (84 females) used a science simulation that involved forensic analysis of a collected DNA sample in a virtual laboratory environment rendered in IVR or as a video covering the same material. In Experiment 2, 165 high school students (111 females) replicated the experiment with approximately half of each group being asked to engage in the generative learning strategy of enactment after the lesson--that is, carrying out the learned procedures with concrete manipulatives. Across both experiments, the IVR groups reported significantly higher perceived enjoyment and presence than the video group. However, no significant differences were found between media for procedural knowledge in Experiment 1 and 2, or transfer in Experiment 2. Also, there was no difference in declarative knowledge across media in Experiment 1, and there was a media effect favoring video in Experiment 2 ([eta][subscript p][superscript 2] = 0.028). Enactment lead to significantly better procedural knowledge ([eta][subscript p][superscript 2] = 0.144) and transfer ([eta][subscript p][superscript 2] = 0.088) in the IVR group but not in the video group. In conclusion, learning in IVR is not more effective than learning with video but incorporating generative learning strategies is specifically effective when learning through IVR. The results suggest that the value of IVR for learning science depends on how it is integrated into a classroom lesson. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01