A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self‐Efficacy.
Background: As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 21 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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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=185452187&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452187 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452187 185452187 185452187 10.1111/jcal.70045 185452187 ppf: 1 ppct: 20 formats: tig: atl: A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self‐Efficacy. aug: au: Boel, Carl Rotsaert, Tijs Valcke, Martin Schellens, Tammy affil: Department of Digital Media Experiences, Thomas More University of Applied Sciences, Mechelen, Belgium sug: subj: Task Performance and Analysis Virtual Reality Methods Students, Middle School Motivation Self-Efficacy Cycling Education Learning Methods Student Knowledge Learning Environment Discussion Outcomes of Education Human Quasi-Experimental Studies Teaching Methods Child Safety Accidents, Traffic Belgium Program Implementation Critical Thinking Randomized Controlled Trials Random Assignment Pretest-Posttest Design Virtual Reality Equipment and Supplies Male Female Child Adolescence Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive. Objectives: To address this gap, we first investigated the effect of adding generative learning strategies, that is, teacher‐led instruction and class discussion, to an interactive immersive virtual reality learning experience on learning outcomes, in terms of procedural knowledge, self‐efficacy, and intrinsic motivation. Next, we tested whether the sequencing of the additional classroom activities significantly affected the outcomes. Methods: In this value‐added study, we adopted a quasi‐experiment with three groups in a between‐subjects design. The IVR serious game VRkeer, teaching middle school children how to ride a bicycle safely in traffic, was implemented during the study. The IVR‐first group started with the IVR experience and received a more conventional lesson, in which the familiar teacher provided instruction on the topic and engaged students in critical thinking via class discussions using authentic traffic situations as case studies. The class‐first group followed the reverse sequence, and the IVR‐only group served as a control group with two times the IVR experience. 211 middle school students engaged in the experiment and were randomly assigned to one of the three groups, per class in their own classroom, taking ecological validity as a priority. Pre‐ and posttest scores were compared for procedural knowledge, self‐efficacy, and intrinsic motivation (interest/enjoyment and value/usefulness). Results and Conclusions: Our results indicate an overall significant increase in all measures, except for intrinsic motivation. Between‐groups results show that the class‐first group outperformed the other groups in terms of knowledge gains and intrinsic motivation, but not in self‐efficacy. Our findings have both theoretical and practical implications, which are discussed alongside study limitations and future research directions. 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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