Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment
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- 1-s2.0-S0360131519301563-main
Final published version, 1.49 MB, PDF document
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.
Original language | English |
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Article number | 103603 |
Journal | Computers and Education |
Volume | 140 |
ISSN | 0360-1315 |
DOIs | |
Publication status | Published - Oct 2019 |
- Cognitive theory of multimedia learning, Immersive virtual reality, Multimedia learning, Pre-training principle
Research areas
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