Inserting Generative Learning Activities During Pauses in Slideshow and Virtual Reality Lessons.
Background: Generative learning activities, such as self‐explanation, have been shown to enhance learning outcomes. However, it remains unclear whether their benefits persist across different types of media with various levels of distraction. Objectives: This study addressed three questions: (1) a v...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 2; pp. 1 - 22 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2026
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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=192476921&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192476921 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2026 vid: 42 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 192476921 192476921 192476921 10.1002/jcal.70215 192476921 ppf: 1 ppct: 21 formats: tig: atl: Inserting Generative Learning Activities During Pauses in Slideshow and Virtual Reality Lessons. aug: au: Lawson, Alyssa P. Delgado, Cynthia Y. Mayer, Richard E. affil: Landmark College, Institute of Research and Training, Putney Vermont,, USA sug: subj: Virtual Reality Education Learning Methods Computer-Assisted Instruction Educational Technology Executive Function Evaluation Task Performance and Analysis Multimedia Human Funding Source Outcomes of Education Pretest-Posttest Design Educational Measurement Teaching Methods California Correlational Studies Young Adult Power Analysis Analysis of Variance Descriptive Statistics Data Analysis Software Two-Way Analysis of Variance Analysis of Covariance Random Assignment ab: Background: Generative learning activities, such as self‐explanation, have been shown to enhance learning outcomes. However, it remains unclear whether their benefits persist across different types of media with various levels of distraction. Objectives: This study addressed three questions: (1) a value‐added question, (2) a media comparison question and (3) an individual differences question. Method: On day one of the experiment, participants learned about ocean acidification in one of four randomly assigned conditions: immersive virtual reality (IVR) lesson with self‐explanation prompts (IVR+), IVR lesson without prompts (IVR), a slideshow lesson with self‐explanation prompts (slideshow+) or a slideshow lesson without prompts. Participants in the self‐explanation conditions were prompted to explain the previous segment during each of four pauses in the lesson. One week later, participants completed a delayed posttest as well as several executive function tasks. Results and Conclusion: Results demonstrated that participants who received self‐explanation prompts scored significantly higher on the posttest than those who did not, supporting the value‐added question hypothesis. Additionally, executive function scores significantly correlated with posttest scores for participants who learned in IVR, but not for those in the slideshow conditions, supporting the individual differences question. However, there were no significant differences in learning outcomes between the IVR and slideshow conditions, countering the media comparison hypothesis. The importance of these findings is discussed. Practitioner Notes: What is already know about this topic? ○The effect of immersive virtual reality on learning is not robustly established in well‐controlled research.○The use of generative learning strategies, like self‐explanation, is particularly helpful in multimedia learning environments.○Individual differences in executive function seem to be important in learning with certain kinds of media.What this paper adds? ○Well‐controlled media comparison research comparing immersive virtual reality to slideshow lesson.○Value‐added research investigating the impact of self‐explanation prompts across media.○Additional research focused on role individual differences play in learning with immersive virtual reality.Implications for practice and/or policy ○Provides further evidence for the impact of immersive virtual reality, in comparison to other instruction media, on learning.○Provides support for incorporating self‐explanation into learning across various learning media.○Promotes the importance of recognizing individual differences in executive function in learning with new instructional technology. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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