Investigating the Effect of Teaching as a Generative Learning Strategy When Learning through Desktop and Immersive VR: A Media and Methods Experiment

Autor/inn/en	Klingenberg, Sara; Jørgensen, Maria L. M.; Dandanell, Gert; Skriver, Karen; Mottelson, Aske; Makransky, Guido
Titel	Investigating the Effect of Teaching as a Generative Learning Strategy When Learning through Desktop and Immersive VR: A Media and Methods Experiment
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2115-2138 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klingenberg, Sara) ORCID (Jørgensen, Maria L. M.) ORCID (Dandanell, Gert) ORCID (Skriver, Karen) ORCID (Mottelson, Aske) ORCID (Makransky, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13029
Schlagwörter	Instructional Effectiveness; Computer Assisted Instruction; Computer Simulation; Undergraduate Students; Biochemistry; Science Instruction; Transfer of Training; Retention (Psychology); Self Efficacy; Student Motivation; Student Attitudes; College Science + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Training; Transfer; Ausbildung; Merkfähigkeit; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schülerverhalten
Abstract	Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 × 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01