Cognitive and Affective Processes for Learning Science in Immersive Virtual Reality

Autor/inn/en	Parong, Jocelyn; Mayer, Richard E.
Titel	Cognitive and Affective Processes for Learning Science in Immersive Virtual Reality
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 1, S.226-241 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parong, Jocelyn) ORCID (Mayer, Richard E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12482
Schlagwörter	Virtual Classrooms; Cognitive Processes; Affective Behavior; Comparative Analysis; Biology; Science Instruction; Teaching Methods; Science Tests; Emotional Response; Diagnostic Tests; Brain Hemisphere Functions; Scores; Retention (Psychology); Learning Processes; Outcomes of Education; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Diagnostic test; Diagnostischer Test; Merkfähigkeit; Learning process; Lernprozess; Lernleistung; Schulerfolg; Computer based training; Computerunterstützter Unterricht
Abstract	As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective and cognitive processing, thereby supporting improved performance on tests of learning outcome, whereas opponents of IVR contend that it could hurt learning by increasing distraction, thereby disrupting cognitive learning processes and leading to poorer learning outcomes. In a media comparison study, students viewed a biology lesson either as an interactive animated journey in IVR or as a slideshow on a desktop monitor. Those who viewed the IVR lesson performed significantly worse on transfer tests, reported higher emotional arousal, reported more extraneous cognitive load and showed less engagement based on EEG measures than those who viewed the slideshow lesson, with or without practice questions added to the lessons. Mediational analyses showed that the lower retention scores for the IVR lesson were related to an increase in self-reported extraneous cognitive load and emotional arousal. These results support the notion that immersive environments create high affective and cognitive distraction, which leads to poorer learning outcomes than desktop environments. (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