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...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Educational psychology review Ročník 34; číslo 3; s. 1771 - 1798
Hlavní autoři: Makransky, Guido, Mayer, Richard E.
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.09.2022
Springer
Springer Nature B.V
Témata:
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
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí: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.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-022-09675-4