Individual differences in executive function affect learning with immersive virtual reality.
Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less d...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 3; pp. 1068 - 1083 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2024
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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=177193460&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177193460 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2024 vid: 40 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 177193460 174549319 177193460 177193460 10.1111/jcal.12925 177193460 ppf: 1068 ppct: 15 formats: tig: atl: Individual differences in executive function affect learning with immersive virtual reality. aug: au: Lawson, Alyssa P. Mayer, Richard E. affil: Department of Psychological & Brain Sciences, University of California, Santa Barbara California,, USA sug: subj: Virtual Reality Executive Function Learning Evaluation Memory, Short Term Science Multimedia Human Cognition Smart Glasses Biological Phenomena Neuropsychological Tests Clinical Assessment Tools Task Performance and Analysis Students Experimental Studies Random Assignment Adolescence Adult Male Female Multiple Linear Regression Distraction Pretest-Posttest Design Student Knowledge Evaluation Pilot Studies Software Attention Randomized Controlled Trials Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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