Immersive VR-Based Instruction in Vocational Schools: Effects on Domain-Specific Knowledge and Wellbeing of Retail Trainees

Autor/inn/en	Kablitz, David; Conrad, Matthias; Schumann, Stephan
Titel	Immersive VR-Based Instruction in Vocational Schools: Effects on Domain-Specific Knowledge and Wellbeing of Retail Trainees
Quelle	In: Empirical Research in Vocational Education and Training, 15 (2023), Artikel 9 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kablitz, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40461-023-00148-8
Schlagwörter	Foreign Countries; Retailing; Distributive Education; Trainees; Computer Simulation; Vocational Education; Well Being; Apprenticeships; Intellectual Disciplines; Knowledge Level; Germany + Suchen Sie Ihr Suchwort? Ausland; Warenwirtschaft; Auszubildender; Weibliche Auszubildende; Computergrafik; Computersimulation; Ausbildung; Berufsbildung; Well-being; Wellness; Wohlbefinden; Apprenticeship; Lehre; Geisteswissenschaften; Wissensbasis; Deutschland
Abstract	Immersive virtual reality (IVR) based simulation and training is gaining increasing importance in vocational education and training (VET). However, while IVR is primarily investigated and utilized in technical domains, its implementation and the resulting effects in commercial education remain largely unexplored. Moreover, the experience of motion sickness is a widely reported phenomenon while using IVR, which can interfere with cognitive processes and should therefore be considered more closely in terms of learning and instruction. This explorative study focuses on domain-specific knowledge acquisition in vocational apprenticeship for retailers and the accompanying side effects on students' wellbeing in an IVR-based learning environment. For this purpose, an IVR-based scenario in a virtual supermarket was developed and tested with trainees in the field of retail at a German commercial vocational school. Using a quasi-experimental pretest-posttest design, we compared the effects of IVR-based and conventional instruction on domain-specific knowledge acquisition in a sample of first-year trainees (N = 79). The findings indicate an advantage of IVR in the acquisition of domain-specific knowledge (n[superscript 2] = 0.261). Although moderate motion sickness symptoms were reported in the experimental group, no direct links between the experience of motion sickness and learning outcomes could be identified. These findings advance the current knowledge about learning-related effects of IVR-based instruction in the field of VET and provide further understanding about the special conditions of IVR scenarios conducive to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01