VirSchool: The Effect of Background Music and Immersive Display Systems on Memory for Facts Learned in an Educational Virtual Environment

Autor/inn/en	Fassbender, Eric; Richards, Deborah; Bilgin, Ayse; Thompson, William Forde; Heiden, Wolfgang
Titel	VirSchool: The Effect of Background Music and Immersive Display Systems on Memory for Facts Learned in an Educational Virtual Environment
Quelle	In: Computers & Education, 58 (2012) 1, S.490-500 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.09.002
Schlagwörter	Music; Familiarity; Recall (Psychology); History Instruction; Cognitive Processes; Difficulty Level; Instructional Design; Educational Technology; Computer Assisted Instruction; Learning Processes; Instructional Effectiveness; Virtual Classrooms; Computer Interfaces; Animation; Computer Simulation; Simulated Environment; Auditory Stimuli + Suchen Sie Ihr Suchwort? Musik; Abberufung; History lessons; Geschichtsunterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Unterrichtserfolg; Computergrafik; Computersimulation; Künstliche Umwelt; Auditive Stimulation
Abstract	Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10