Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 6; pp. 691 - 708 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139686743&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139686743 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2019 vid: 35 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 139686743 139686743 139686743 10.1111/jcal.12375 139686743 ppf: 691 ppct: 17 formats: tig: atl: Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. aug: au: Makransky, Guido Borre‐Gude, Stefan Mayer, Richard E. affil: Department of Psychology, University of Copenhagen, Copenhagen Denmark sug: subj: Safety Education Teaching Methods Computer Simulation Virtual Reality Motivation Cognition Human Female Male Young Adult Students, Undergraduate Engineering Happiness Student Knowledge Evaluation Self-Efficacy Outcomes of Education Questionnaires Female Male ab: 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). Lay Description: What is currently known about the subject matter: Virtual reality (VR) is increasingly being used to deliver learning and training material.One field where the affordances of VR are particularly relevant is in safety training.VR provides the opportunity for trainees to safely act out realistic scenarios where making the right decisions is pivotal and training in real life would otherwise be impractical or impossible.Most studies that investigate the effectiveness of learning with VR do not include behavioural transfer tests. What this paper adds to this research: This study used a broad array of assessment methods to evaluate the effectiveness of safety training delivered with three different instructional media: an immersive VR simulation, a desktop VR simulation, and a conventional text‐based safety manual.There were no differences between conventional and VR training on a retention test.The immersive VR group significantly outperformed the conventional group on two behavioural transfer tests, perceived enjoyment, and increase in intrinsic motivation and self‐efficacy.The desktop VR group scored significantly higher than the conventional group on one behavioural transfer test, perceived enjoyment, and increase in intrinsic motivation.The results suggest that behavioural measures of transfer in realistic settings may be necessary to accurately assess the instructional value of VR learning environments. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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