Fostering deep learning in immersive virtual reality. Interplay of learner's characteristics with internal and external support.

Autor/in	Vogt, Andrea Gwendolin
Titel	Fostering deep learning in immersive virtual reality. Interplay of learner's characteristics with internal and external support.
Quelle	Ulm: Universität Ulm (2022), 209 S. PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Ulm, 2022.
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.18725/OPARU-44200
URN	urn:nbn:de:bsz:289-oparu-44276-8
Schlagwörter	Eigenschaft; Kognitiver Prozess; Dissertation; Entwicklung; Kognitiver Prozess; Eigenschaft; Kognitives Lernen; Unterstützung; Vorwissen; Virtuelle Realität; Lernender; Kognitives Lernen; Didaktische Sequenzierung; Multimediales Lernen; Immersion; Virtuelle Realität; Dissertation; Denkmodell; Entwicklung; Unterstützung; Vorwissen
Abstract	Virtual Reality Learning Environments (VRLEs) refer to computer-generated scenarios that offer great potential for providing learning content. However, VRLEs can also pose challenges to learners regarding visual complexity, integration of different presentation formats, and choosing adequate learning behavior. As a result, such VRLE-related challenges can lead to reduced learning outcomes. The focus of this thesis was to examine different support approaches (external and internal) and their effects on cognitive learning processes and learning outcomes. Within this, the Extended Model of Immersive Learning in VR (EMIL VR) was developed to describe the underlying learning processes and relevant influencing factors on learning outcomes. The postulated EMIL VR was examined in the present thesis based on three empirical studies comparing different support approaches with a control group while learning in VR. In the first study, the VRLE contained annotations as external support and was compared to a VRLE without annotations. This support approach aimed to reduce visual search and foster mapping of information across different presentation formats. Intrinsic motivation moderated the beneficial effect of annotations on the overall learning outcome. In the second study, an elaboration prompt functioned as internal support and activated learners to process learning content on a deeper level. The control group did not receive the activating prompt before entering the VRLE. The study included different measurement approaches of learning outcomes: functional and structural. Prompting had beneficial effects on the functional learning outcome (knowledge level). Moreover, learners with low structural prior knowledge also experienced beneficial effects from prompting. In the third study, external and internal support approaches were combined to investigate possible synergic effects of adequate sequencing and prompting. Each support approach had different effects on the learning subprocesses. Specifically, prompting supported deep learning while adequate sequencing eased superficial processing of the learning content. Thus, no synergic effects were found when combining both support approaches. Throughout the present thesis, empirical findings will be discussed based on the postulated EMIL VR framework, and additional influencing factors will be critically reflected. All findings of the three studies underline the necessity of supporting learners in VRLEs. Considering the experimental results, theoretical, methodological, and practical implementations are provided. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2023/1