Cognitive and affective processes for learning science in immersive virtual reality

As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective...

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Veröffentlicht in:	Journal of computer assisted learning Jg. 37; H. 1; S. 226 - 241
Hauptverfasser:	Parong, Jocelyn, Mayer, Richard E.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Chichester, UK John Wiley & Sons, Inc 01.02.2021 Wiley Wiley Subscription Services, Inc
Schlagworte:	Affective Behavior affective processing Arousal Biology Brain Hemisphere Functions Classrooms Cognitive Ability Cognitive Processes cognitive processing Comparative Analysis Computer Assisted Instruction Computer Simulation Diagnostic Tests Emotional Response Immersive learning Immersive virtual reality Instructional Improvement Learning Learning Processes multimedia Outcomes of Education Retention (Psychology) Science Instruction science learning Science Tests Scores Students Teaching Methods Viewing Virtual Classrooms Virtual reality
ISSN:	0266-4909, 1365-2729
Online-Zugang:	Volltext
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