Investigating the process of learning with desktop virtual reality: A structural equation modeling approach

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

Standard

Investigating the process of learning with desktop virtual reality : A structural equation modeling approach. / Makransky, Guido; Petersen, Gustav Bøg.

In: Computers and Education, Vol. 134, 01.06.2019, p. 15-30.

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

Harvard

Makransky, G & Petersen, GB 2019, 'Investigating the process of learning with desktop virtual reality: A structural equation modeling approach', Computers and Education, vol. 134, pp. 15-30. https://doi.org/10.1016/j.compedu.2019.02.002

APA

Makransky, G., & Petersen, G. B. (2019). Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers and Education, 134, 15-30. https://doi.org/10.1016/j.compedu.2019.02.002

Vancouver

Makransky G, Petersen GB. Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers and Education. 2019 Jun 1;134:15-30. https://doi.org/10.1016/j.compedu.2019.02.002

Author

Makransky, Guido ; Petersen, Gustav Bøg. / Investigating the process of learning with desktop virtual reality : A structural equation modeling approach. In: Computers and Education. 2019 ; Vol. 134. pp. 15-30.

Bibtex

@article{7c7764c62f3a434a906c0486a839fcb3,
title = "Investigating the process of learning with desktop virtual reality: A structural equation modeling approach",
abstract = "Virtual reality (VR) is gaining attention for having the potential to enrich students{\textquoteright} educational experiences. However, few studies have investigated the process of learning with VR. With the use of structural equation modeling, this study investigated the affective and cognitive factors that play a role in learning with a desktop VR simulation when pre-to post-test changes in motivation, self-efficacy, and knowledge about genetics are used as outcomes. The sample consisted of 199 university students (120 females), who learned from a desktop VR genetics simulation as a mandatory part of an undergraduate medical genetics course. The results indicated that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path that went through VR features, presence, intrinsic motivation, and self-efficacy; and a cognitive path that went through VR features, usability, cognitive benefits, and self-efficacy. It is concluded that learners may benefit from desktop VR simulations in which efficacious VR features and a high level of usability are emphasized.",
keywords = "Desktop virtual reality, Interactive learning environments, Simulations, Structural equation modeling, Virtual labs",
author = "Guido Makransky and Petersen, {Gustav B{\o}g}",
year = "2019",
month = jun,
day = "1",
doi = "10.1016/j.compedu.2019.02.002",
language = "English",
volume = "134",
pages = "15--30",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Investigating the process of learning with desktop virtual reality

T2 - A structural equation modeling approach

AU - Makransky, Guido

AU - Petersen, Gustav Bøg

PY - 2019/6/1

Y1 - 2019/6/1

N2 - Virtual reality (VR) is gaining attention for having the potential to enrich students’ educational experiences. However, few studies have investigated the process of learning with VR. With the use of structural equation modeling, this study investigated the affective and cognitive factors that play a role in learning with a desktop VR simulation when pre-to post-test changes in motivation, self-efficacy, and knowledge about genetics are used as outcomes. The sample consisted of 199 university students (120 females), who learned from a desktop VR genetics simulation as a mandatory part of an undergraduate medical genetics course. The results indicated that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path that went through VR features, presence, intrinsic motivation, and self-efficacy; and a cognitive path that went through VR features, usability, cognitive benefits, and self-efficacy. It is concluded that learners may benefit from desktop VR simulations in which efficacious VR features and a high level of usability are emphasized.

AB - Virtual reality (VR) is gaining attention for having the potential to enrich students’ educational experiences. However, few studies have investigated the process of learning with VR. With the use of structural equation modeling, this study investigated the affective and cognitive factors that play a role in learning with a desktop VR simulation when pre-to post-test changes in motivation, self-efficacy, and knowledge about genetics are used as outcomes. The sample consisted of 199 university students (120 females), who learned from a desktop VR genetics simulation as a mandatory part of an undergraduate medical genetics course. The results indicated that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path that went through VR features, presence, intrinsic motivation, and self-efficacy; and a cognitive path that went through VR features, usability, cognitive benefits, and self-efficacy. It is concluded that learners may benefit from desktop VR simulations in which efficacious VR features and a high level of usability are emphasized.

KW - Desktop virtual reality

KW - Interactive learning environments

KW - Simulations

KW - Structural equation modeling

KW - Virtual labs

U2 - 10.1016/j.compedu.2019.02.002

DO - 10.1016/j.compedu.2019.02.002

M3 - Journal article

AN - SCOPUS:85061376316

VL - 134

SP - 15

EP - 30

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

ER -

ID: 213507227