Immersive Virtual Reality or Auditory Text First? Effects of Adequate Sequencing and Prompting on Learning Outcome

Autor/inn/en	Vogt, Andrea; Babel, Franziska; Hock, Philipp; Baumann, Martin; Seufert, Tina
Titel	Immersive Virtual Reality or Auditory Text First? Effects of Adequate Sequencing and Prompting on Learning Outcome
Quelle	In: British Journal of Educational Technology, 52 (2021) 5, S.2058-2076 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13104
Schlagwörter	Computer Simulation; Schemata (Cognition); Pictorial Stimuli; Auditory Stimuli; Prompting; Sequential Approach; Animation; Robotics; Learning Processes + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Cognition; Schema; Kognition; Fantasieanregung; Auditive Stimulation; Benutzerführung; Schrittfolge; Robotertechnik; Learning process; Lernprozess
Abstract	Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between-subject design study, we investigated the beneficial effects of adequate sequencing of text and picture and prompting, as well as their potential synergic effect in an immersive virtual reality (VR) learning environment with N = 81 learners. We presented the learning content in form of one pictorial and one textual representation and varied their presentation sequence: pictorial followed by textual representation or textual followed by pictorial representation. As the pictorial representation, we used a VR animation displaying a service robot. As the textual representation, we chose an auditory text about robotics. Additionally, we varied whether or not learners received an elaboration prompt before the learning unit started. We measured learning outcome differentiated for knowledge, comprehension, and application levels. We found beneficial effects for VR animation followed by auditory text on the knowledge level, only. Prompting led to a beneficial effect only on the application level. We found no synergic effect of adequate sequencing and prompting on learning outcome. Hence, depending on the level of learning outcome targeted, different support approaches are advisable. Future research might consider the long-term effects of adequate sequencing and prompting or different approaches to measuring mental models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01