Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment
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Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR : A media and methods experiment. / Klingenberg, Sara; Jørgensen, Maria L. M.; Dandanell, Gert; Skriver, Karen; Mottelson, Aske; Makransky, Guido.
In: British Journal of Educational Technology, Vol. 51, No. 6, 2020, p. 2115-2138.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR
T2 - A media and methods experiment
AU - Klingenberg, Sara
AU - Jørgensen, Maria L. M.
AU - Dandanell, Gert
AU - Skriver, Karen
AU - Mottelson, Aske
AU - Makransky, Guido
PY - 2020
Y1 - 2020
N2 - Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 x 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.
AB - Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 x 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.
KW - immersive virtual reality
KW - media versus methods
KW - generative learning strategies
KW - biochemistry education
KW - head-mounted displays
KW - learning
KW - VIRTUAL-REALITY
KW - EDUCATION
KW - ENVIRONMENTS
KW - SCIENCE
KW - SIMULATION
KW - BENEFITS
KW - MOTIVATION
KW - OUTCOMES
U2 - 10.1111/bjet.13029
DO - 10.1111/bjet.13029
M3 - Journal article
VL - 51
SP - 2115
EP - 2138
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 6
ER -
ID: 249906987