Implementing Pretraining to Optimise Learning in Immersive Virtual Reality.
Background: In recent years, immersive virtual reality in education has garnered attention, however, there have been mixed findings on the efficacy of IVR in education. Thus, exploring which strategies are effective in transferring learning from IVR to real‐world applications is imperative. Objectiv...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 17 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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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=183981448&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981448 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981448 183981448 183981448 10.1111/jcal.13099 183981448 ppf: 1 ppct: 16 formats: tig: atl: Implementing Pretraining to Optimise Learning in Immersive Virtual Reality. aug: au: Delgado, Cynthia Y. Mayer, Richard E. affil: Department of Psychological and Brain Sciences, University of California, Santa Barbara California, , USA sug: subj: Surgery, Operative Professional Competence Education Virtual Reality Online Education Program Implementation Outcomes of Education Human Funding Source California Male Female Randomized Controlled Trials Exploratory Research Students, College Random Assignment Videorecording Cognition Self-Efficacy Psychology, Clinical Questionnaires Descriptive Statistics Confidence Intervals Data Analysis Software Male Female ab: Background: In recent years, immersive virtual reality in education has garnered attention, however, there have been mixed findings on the efficacy of IVR in education. Thus, exploring which strategies are effective in transferring learning from IVR to real‐world applications is imperative. Objective: This study aims to investigate the efficacy of the pretraining principle for acquiring procedural knowledge and skills in an IVR setting that will transfer to real‐world environments. Methods: Ninety‐three participants were randomly assigned to either a pretraining or no‐pretraining group. The pretraining group watched a video before the IVR lesson, providing the names and characteristics of the physical objects and actions of a micropipette, while the no‐pretraining group did not receive this video. During the IVR lesson, participants completed a training phase, followed by a four‐step serial dilution test. Afterwards, all participants completed a modified serial dilution test in a real‐life setting, along with a knowledge test and assessment on cognitive load, presence, self‐efficacy and demographic information. Results and Conclusions: Analyses demonstrated the pretraining group scored significantly higher on the knowledge test and committed fewer errors in the real‐life serial dilution task compared to the no‐pretraining group. The pretraining group also reported lower cognitive load, with no observable differences in presence, self‐efficacy ratings or errors during the virtual serial dilution task between groups. Theoretical and practical implications are discussed. 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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