TY - JOUR

T1 - Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR

T2 - A media and methods experiment

AU - Klingenberg, Sara

AU - Jørgensen, Maria L. M.

AU - Dandanell, Gert

AU - Skriver, Karen

AU - Mottelson, Aske

AU - Makransky, Guido

PY - 2020

Y1 - 2020

N2 - Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 x 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.

AB - Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 x 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.

KW - immersive virtual reality

KW - media versus methods

KW - generative learning strategies

KW - biochemistry education

KW - head-mounted displays

KW - learning

KW - VIRTUAL-REALITY

KW - EDUCATION

KW - ENVIRONMENTS

KW - SCIENCE

KW - SIMULATION

KW - BENEFITS

KW - MOTIVATION

KW - OUTCOMES

U2 - 10.1111/bjet.13029

DO - 10.1111/bjet.13029

M3 - Journal article

VL - 51

SP - 2115

EP - 2138

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 6

ER -