Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?
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Immersive virtual reality in STEM : is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes? / Elme, Liisalotte; Jørgensen, Maria L. M.; Dandanell, Gert; Mottelson, Aske; Makransky, Guido.
In: Educational Technology Research and Development, Vol. 70, No. 5, 2022, p. 1601-1626.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Immersive virtual reality in STEM
T2 - is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?
AU - Elme, Liisalotte
AU - Jørgensen, Maria L. M.
AU - Dandanell, Gert
AU - Mottelson, Aske
AU - Makransky, Guido
N1 - Publisher Copyright: © 2022, Association for Educational Communications and Technology.
PY - 2022
Y1 - 2022
N2 - 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 (ßPosterior = 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 (ßPosterior =.35), and extraneous cognitive load (ßPosterior =.37), and significantly lower germane load (ßPosterior = −.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.
AB - 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 (ßPosterior = 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 (ßPosterior =.35), and extraneous cognitive load (ßPosterior =.37), and significantly lower germane load (ßPosterior = −.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.
KW - Generative learning strategies
KW - Self-explanation
KW - STEM education
KW - Virtual reality
U2 - 10.1007/s11423-022-10139-3
DO - 10.1007/s11423-022-10139-3
M3 - Journal article
C2 - 35873274
AN - SCOPUS:85134522886
VL - 70
SP - 1601
EP - 1626
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
SN - 1042-1629
IS - 5
ER -
ID: 315987829