Immersive Virtual Reality in STEM: Is IVR an Effective Learning Medium and Does Adding Self-Explanation after a Lesson Improve Learning Outcomes?

Autor/inn/en	Elme, Liisalotte; Jørgensen, Maria L. M.; Dandanell, Gert; Mottelson, Aske; Makransky, Guido
Titel	Immersive Virtual Reality in STEM: Is IVR an Effective Learning Medium and Does Adding Self-Explanation after a Lesson Improve Learning Outcomes?
Quelle	In: Educational Technology Research and Development, 70 (2022) 5, S.1601-1626 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makransky, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10139-3
Schlagwörter	Computer Simulation; Educational Technology; Technology Uses in Education; STEM Education; Science Instruction; Biology; Undergraduate Students; Knowledge Level; Cognitive Processes; Difficulty Level; Instructional Effectiveness; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; STEM; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Wissensbasis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test ([beta][subscript Posterior] = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load ([beta][subscript Posterior] = 0.35), and extraneous cognitive load ([beta][subscript Posterior] = 0.37), and significantly lower germane load ([beta][subscript Posterior] = - 0.38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01