Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment

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Investigating the effect of pre-training when learning through immersive virtual reality and video : A media and methods experiment. / Meyer, Oliver A.; Omdahl, Magnus K.; Makransky, Guido.

In: Computers and Education, Vol. 140, 103603, 10.2019.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Meyer, OA, Omdahl, MK & Makransky, G 2019, 'Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment', Computers and Education, vol. 140, 103603. https://doi.org/10.1016/j.compedu.2019.103603

APA

Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers and Education, 140, [103603]. https://doi.org/10.1016/j.compedu.2019.103603

Vancouver

Meyer OA, Omdahl MK, Makransky G. Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers and Education. 2019 Oct;140. 103603. https://doi.org/10.1016/j.compedu.2019.103603

Author

Meyer, Oliver A. ; Omdahl, Magnus K. ; Makransky, Guido. / Investigating the effect of pre-training when learning through immersive virtual reality and video : A media and methods experiment. In: Computers and Education. 2019 ; Vol. 140.

Bibtex

@article{2ff59d3c1c8843ef84a03497c534461e,
title = "Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment",
abstract = "Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pre-training had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition.",
keywords = "Cognitive theory of multimedia learning, Immersive virtual reality, Multimedia learning, Pre-training principle",
author = "Meyer, {Oliver A.} and Omdahl, {Magnus K.} and Guido Makransky",
year = "2019",
month = oct,
doi = "10.1016/j.compedu.2019.103603",
language = "English",
volume = "140",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Investigating the effect of pre-training when learning through immersive virtual reality and video

T2 - A media and methods experiment

AU - Meyer, Oliver A.

AU - Omdahl, Magnus K.

AU - Makransky, Guido

PY - 2019/10

Y1 - 2019/10

N2 - Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pre-training had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition.

AB - Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pre-training had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition.

KW - Cognitive theory of multimedia learning

KW - Immersive virtual reality

KW - Multimedia learning

KW - Pre-training principle

U2 - 10.1016/j.compedu.2019.103603

DO - 10.1016/j.compedu.2019.103603

M3 - Journal article

AN - SCOPUS:85067602710

VL - 140

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

M1 - 103603

ER -

ID: 233785077