Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00584612" target="_blank" >RIV/68081740:_____/24:00584612 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14310/24:00135690

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/10.1111/jcal.12973" target="_blank" >https://onlinelibrary.wiley.com/doi/10.1111/jcal.12973</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/jcal.12973" target="_blank" >10.1111/jcal.12973</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Popis výsledku v původním jazyce

IntroductionMedia comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.MethodsIn the experiment, 262 students from two distinct types of lower secondary schools-comprehensive school and multi-year gymnasium (a selective academic school)-participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.ResultsThe impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media.ConclusionThe present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts. What is already known about this topic Media comparison studies typically assess the effectiveness of immersive virtual reality as a learning medium in comparison to other instructional methods in education. The findings of these studies differ markedly. Numerous factors impact learning outcomes in an immersive virtual environment.What this paper adds Recommendation that research in the field should explore not only if but also when and how IVR learning is effective. Evidence that learning achievements may not be affected by the medium used. Evidence that the type of school can significantly influence learning gains. Evidence that cognitive dispositions, such as spatial abilities, can be another factor that influence learning outcomes.Implications for practice A technology-centred approach alone does not allow for a proper evaluation of the learning gain potential of IVR, learner characteristics and broader educational context should also be taken into account. IVR as a learning medium may not be appropriate for all students and every educational setting. To ensure reliable evaluation of learning gains, it is necessary to align the content and format of the intervention in both learning mediums as closely as possible. Measuring learning gains not only immediately after the intervention but also with a significant time delay can contribute to a more comprehensive understanding.

Název v anglickém jazyce

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Popis výsledku anglicky

IntroductionMedia comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.MethodsIn the experiment, 262 students from two distinct types of lower secondary schools-comprehensive school and multi-year gymnasium (a selective academic school)-participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.ResultsThe impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media.ConclusionThe present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts. What is already known about this topic Media comparison studies typically assess the effectiveness of immersive virtual reality as a learning medium in comparison to other instructional methods in education. The findings of these studies differ markedly. Numerous factors impact learning outcomes in an immersive virtual environment.What this paper adds Recommendation that research in the field should explore not only if but also when and how IVR learning is effective. Evidence that learning achievements may not be affected by the medium used. Evidence that the type of school can significantly influence learning gains. Evidence that cognitive dispositions, such as spatial abilities, can be another factor that influence learning outcomes.Implications for practice A technology-centred approach alone does not allow for a proper evaluation of the learning gain potential of IVR, learner characteristics and broader educational context should also be taken into account. IVR as a learning medium may not be appropriate for all students and every educational setting. To ensure reliable evaluation of learning gains, it is necessary to align the content and format of the intervention in both learning mediums as closely as possible. Measuring learning gains not only immediately after the intervention but also with a significant time delay can contribute to a more comprehensive understanding.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA20-06894S" target="_blank" >GA20-06894S: Maximální vizuální paměť</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

1365-2729

Svazek periodika

40

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

14

Strana od-do

1591-1604

Kód UT WoS článku

001185921400001

EID výsledku v databázi Scopus

2-s2.0-85188474252