Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion.
This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 3; pp. 745 - 759 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2021
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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=150251498&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150251498 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2021 vid: 37 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 150251498 147781270 150251498 150251498 10.1111/jcal.12520 150251498 ppf: 745 ppct: 14 formats: tig: atl: Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. aug: au: Huang, Wen Roscoe, Rod D. Johnson‐Glenberg, Mina C. Craig, Scotty D. affil: Engineering Education Systems and Design, The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, Mesa Arizona,, USA sug: subj: Virtual Reality Utilization Immersion Students, Undergraduate Psychosocial Factors Motivation Academic Performance Spatial Perception Funding Source Human Learning Methods Science Education Technology Education Mathematics Education Engineering Education ab: This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning. Lay Description: What is already known about this topic?: Virtual reality can support motivation and learning in STEM education.Novelty may elicit motivation, engagement and learning.Virtual reality may benefit development of spatial reasoning skills. What this paper adds?: Motivation, engagement and performance persist across multiple sessions of VR learning.Switching from moderate to higher immersion increases motivation and engagement.Both moderate and higher immersion support improvements in spatial reasoning. Implications for practice and/or policy: Novelty effects are not a significant concern when implementing VR education over multiple sessions.More immersive VR tools may be progressively introduced during learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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