Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?
Introduction: This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although prev...
| Published in: | Journal of Computer Assisted Learning Vol. 39; no. 1; pp. 218 - 231 |
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| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Feb2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161311242&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161311242 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2023 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161311242 159049821 161311242 161311242 10.1111/jcal.12741 161311242 ppf: 218 ppct: 13 formats: tig: atl: Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none? aug: au: Klingenberg, Sara Fischer, Rachel Zettler, Ingo Makransky, Guido affil: Department of Psychology, University of Copenhagen, Copenhagen, Denmark sug: subj: Virtual Reality Methods Learning Methods Computer Simulation Online Education Human Male Female Child Adolescence Students, Middle School Denmark Power Analysis Experimental Studies Questionnaires Pretest-Posttest Design Consent (Research) Summated Rating Scaling Descriptive Statistics Comparative Studies Sociodemographic Factors Analysis of Variance Pilot Studies Data Analysis Software Chi Square Test Motivation Self Regulation Self-Efficacy Multimedia User-Computer Interface Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: Introduction: This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning. Methods: To address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition). Results: Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning. Conclusion: The findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer. Lay Description: What is currently known about the subject matter: The use of immersive virtual reality (IVR) in classroom settings is increasing rapidlyThere are mixed results related to the efficiency of using IVR for learning facts and conceptsFew studies have investigated if efficient instructional design guidelines generalize to IVRFew studies have investigated the efficiency of IVR within a children sample What their paper adds: A class‐room investigation of the value of using different instructional design methods for designing IVR lessons within a children sampleResults indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transferAdding segmentation or summarization did not lead to more factual knowledge Implications of study findings for practitioners: Choosing appropriate instructional methods for IVR lessons can foster transferStudents profit most from IVR lessons when they are given opportunities for refection during or following the immersive experience pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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