Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

Autor/inn/en	Huang, Wen; Roscoe, Rod D.; Craig, Scotty D.; Johnson-Glenberg, Mina C.
Titel	Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach
Quelle	In: Journal of Educational Computing Research, 60 (2022) 4, S.807-842 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Wen) ORCID (Craig, Scotty D.) ORCID (Johnson-Glenberg, Mina C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211053630
Schlagwörter	Affective Behavior; Learning Theories; Computer Simulation; Teaching Methods; Structural Equation Models; Learning Motivation; Cognitive Ability; Learning Experience; Astronomy; Science Instruction; Science Achievement; Computer Software; Outcomes of Education; Learner Engagement; Undergraduate Students; Comparative Analysis; Gender Differences; Race; Majors (Students); Science Tests; Prior Learning; Correlation + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Learning theory; Lerntheorie; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Denkfähigkeit; Lernerfahrung; Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Geschlechterkonflikt; Rasse; Abstammung; Vorkenntnisse; Korrelation
Abstract	Virtual reality (VR) has a high potential to facilitate education. However, the design of many VR learning applications was criticized for lacking the guidance of explicit and appropriate learning theories. To advance the use of VR in effective instruction, this study proposed a model that extended the cognitive-affective theory of learning with media (CATLM) into a VR learning context and evaluated this model using a structural equation modeling (SEM) approach. Undergraduate students (n = 77) learned about the solar system in a VR environment over three sessions. Overall, the results supported the core principles and assumptions of CATLM in a VR context (CATLM-VR). In addition, the CATLM-VR model illustrated how immersive VR may impact learning. Specifically, immersion had an overall positive impact on user experience and motivation. However, the impact of immersion on cognitive load was uncertain, and that uncertainty made the final learning outcomes less predictable. Enhancing students' motivation and cognitive engagement may more directly increase learning achievement than increasing the level of immersion and may be more universally applicable in VR instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01