Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning

This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. Th...

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Vydané v:	Educational psychology review Ročník 34; číslo 3; s. 1771 - 1798
Hlavní autori:	Makransky, Guido, Mayer, Richard E.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York Springer US 01.09.2022 Springer Springer Nature B.V
Predmet:	Analysis Book publishing Child and School Psychology Climate College Science Education Educational Benefits Educational Media Educational Psychology Educational Technology Evidence Experiments Field trips Global temperature changes Immersive learning Instructional Design Intervention Study Junior high school students Learning Learning and Instruction Learning Processes Learning strategies Learning Theories Literature Reviews Longitudinal Studies Methods Middle school students Middle Schools Science Instruction Structural Equation Models Teaching Methods Video Technology Virtual reality United Kingdom Greenland Head mounted display Virtual field trip Metaverse Video Virtual reality Affective processing Immersion
ISSN:	1040-726X, 1573-336X
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Abstract	This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence ( d = 1.43), enjoyment ( d = 1.10), interest ( d = .57), and retention in an immediate ( d = .61) and delayed posttest ( d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
AbstractList	This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning. This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence ( = 1.43), enjoyment ( = 1.10), interest ( = .57), and retention in an immediate ( = .61) and delayed posttest ( = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning. This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence ( d = 1.43), enjoyment ( d = 1.10), interest ( d = .57), and retention in an immediate ( d = .61) and delayed posttest ( d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning. This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
Audience	Academic
Author	Mayer, Richard E. Makransky, Guido
Author_xml	– sequence: 1 givenname: Guido orcidid: 0000-0003-1862-7824 surname: Makransky fullname: Makransky, Guido email: gm@psy.ku.dk organization: Department of Psychology, University of Copenhagen – sequence: 2 givenname: Richard E. surname: Mayer fullname: Mayer, Richard E. organization: Psychological and Brain Sciences, University of California Santa Barbara
BackLink	https://www.ncbi.nlm.nih.gov/pubmed/35475019$$D View this record in MEDLINE/PubMed
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Keywords	Head mounted display Virtual field trip Metaverse Video Virtual reality Affective processing Immersion
Language	English
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SubjectTerms	Analysis Book publishing Child and School Psychology Climate College Science Education Educational Benefits Educational Media Educational Psychology Educational Technology Evidence Experiments Field trips Global temperature changes Immersive learning Instructional Design Intervention Study Junior high school students Learning Learning and Instruction Learning Processes Learning strategies Learning Theories Literature Reviews Longitudinal Studies Methods Middle school students Middle Schools Science Instruction Structural Equation Models Teaching Methods Video Technology Virtual reality
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Title	Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
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