Investigating the Effect of Peer Instruction on Learners with Different Cognitive Styles in VR-Based Learning Environment

Autor/inn/en	Zhong, Zheng; Zhang, Guoliang; Jin, Shuaizhen; Wang, Jun; Ma, Ni; Feng, Sijia
Titel	Investigating the Effect of Peer Instruction on Learners with Different Cognitive Styles in VR-Based Learning Environment
Quelle	In: Education and Information Technologies, 27 (2022) 8, S.11875-11899 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Guoliang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11115-3
Schlagwörter	Peer Teaching; Cognitive Style; Educational Environment; Computer Simulation; Technology Uses in Education; Cognitive Processes; Difficulty Level; Junior High School Students; Student Motivation; Retention (Psychology); Transfer of Training + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Cognitive styles; Kognitiver Stil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schulische Motivation; Merkfähigkeit; Training; Transfer; Ausbildung
Abstract	Immersive Virtual Reality (IVR) aims to bring simulated learning experience but could bring about higher cognitive load and be less accommodating to different cognitive styles. Meanwhile, Peer Instruction (PI), when integrated into IVR-based course, has the potential to address the needs of different cognitive styles and reduce cognitive load. This study, adopting a quasi-experimental research method, intends to explore the effects of PI in IVR-based course on learners, especially with two cognitive styles, namely Field-Independent (FI) and Field-Dependent (FD). A total of 65 junior high school students from two classes were randomly assigned to either experimental group or control group based on intact class. The research results indicate the positive effect of PI on learning by reducing cognitive load (d = 0.87), increasing motivation (d = 0.75), retention (d = 0.60) and transfer (d = 0.57) in IVR-based course. More specially, FD learners could benefit academically more from the PI than FI learners (d = 1.17). Therefore, we recommend peer interaction to be stressed in IVR-based course, with an attention to individual cognitive styles, to facilitate and enhance IVR resources designs and promote virtual experimental learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01