Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school.
Introduction: Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1591 - 1605 |
|---|---|
| Autores principales: | , , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
|
| 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=178531906&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531906 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531906 176053948 178531906 178531906 10.1111/jcal.12973 178531906 ppf: 1591 ppct: 14 formats: tig: atl: Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school. aug: au: Šikl, Radovan Brücknerová, Karla Švedová, Hana Děchtěrenko, Filip Ugwitz, Pavel Chmelík, Jiří Pokorná, Hana Juřík, Vojtěch affil: Institute of Psychology, Czech Academy of Sciences, Brno, Czech Republic sug: subj: Computer-Assisted Instruction Virtual Reality Learning Methods Maps Education Geographic Locations Outcomes of Education Schools, Middle Funding Source Human Czech Republic Randomized Controlled Trials Random Assignment Knowledge Students, Middle School Pretest-Posttest Design Male Female Child Adolescence Comparative Studies Coefficient alpha Data Analysis Software Post Hoc Analysis Unpaired T-Tests Descriptive Statistics Chi Square Test Academic Performance Confidence Intervals Child: 6-12 years Adolescent: 13-18 years Male Female ab: Introduction: Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context. Methods: In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application. Results: The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media. Conclusion: The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts. Lay Description: What is already known about this topic: Media comparison studies typically assess the effectiveness of immersive virtual reality as a learning medium in comparison to other instructional methods in education.The findings of these studies differ markedly.Numerous factors impact learning outcomes in an immersive virtual environment. What this paper adds: Recommendation that research in the field should explore not only if but also when and how IVR learning is effective.Evidence that learning achievements may not be affected by the medium used.Evidence that the type of school can significantly influence learning gains.Evidence that cognitive dispositions, such as spatial abilities, can be another factor that influence learning outcomes. Implications for practice: A technology‐centred approach alone does not allow for a proper evaluation of the learning gain potential of IVR, learner characteristics and broader educational context should also be taken into account.IVR as a learning medium may not be appropriate for all students and every educational setting.To ensure reliable evaluation of learning gains, it is necessary to align the content and format of the intervention in both learning mediums as closely as possible.Measuring learning gains not only immediately after the intervention but also with a significant time delay can contribute to a more comprehensive understanding. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|