Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test (ßPosterior = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load (ßPosterior =.35), and extraneous cognitive load (ßPosterior =.37), and significantly lower germane load (ßPosterior = −.38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson.
Originalsprog | Engelsk |
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Tidsskrift | Educational Technology Research and Development |
Vol/bind | 70 |
Udgave nummer | 5 |
Sider (fra-til) | 1601-1626 |
Antal sider | 26 |
ISSN | 1042-1629 |
DOI | |
Status | Udgivet - 2022 |
Bibliografisk note
Publisher Copyright:
© 2022, Association for Educational Communications and Technology.
Links
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9294811/pdf/11423_2022_Article_10139.pdf
Forlagets udgivne version
ID: 315987829