Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior. / Aksel Stenberdt, Valdemar; Makransky, Guido.

In: Computers and Education, Vol. 198, 104760, 2023.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Aksel Stenberdt, V & Makransky, G 2023, 'Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior', Computers and Education, vol. 198, 104760. https://doi.org/10.1016/j.compedu.2023.104760

APA

Aksel Stenberdt, V., & Makransky, G. (2023). Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior. Computers and Education, 198, [104760]. https://doi.org/10.1016/j.compedu.2023.104760

Vancouver

Aksel Stenberdt V, Makransky G. Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior. Computers and Education. 2023;198. 104760. https://doi.org/10.1016/j.compedu.2023.104760

Author

Aksel Stenberdt, Valdemar ; Makransky, Guido. / Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior. In: Computers and Education. 2023 ; Vol. 198.

Bibtex

@article{e77b984d0f2a4ba486b36cd80ef055c9,
title = "Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior",
abstract = "The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, to deal with climate change, we require new ways to embed climate change education in formal education. The current study is one of the first to investigate the feasibility of an alternative educational approach to improving waste management in the classroom as part of formal education, utilizing mastery experiences in IVR. We explore the use of a novel IVR simulation on waste management, an example of pro-environmental behavior, for climate change education. A total of 173 high school students participated in a pre-registered intervention investigating the impact of IVR on knowledge and intentions to act pro-environmentally. A 2x2 design was used to compare different design approaches to the IVR simulation based on the instructional design elements of the instruction sequence (Direct Instruction vs. Productive Failure) and feedback (Corrective Feedback vs. Exaggerated Feedback). The results indicated that IVR was effective for increasing students{\textquoteright} knowledge (η2 = 0.41), intentions (η2 = 0.10), self-efficacy (η2 = 0.4), and response efficacy (η2 = 0.35) and that students found the simulation interesting and enjoyable. Furthermore, self-efficacy was found to predict intentions (B = 0.190, p = .015), supporting the idea that cognitive and affective factors drive the effectiveness of IVR. No significant differences were found in the effectiveness of the instructional design elements. This suggests that IVR can be an effective educational technology for learning through mastery experiences, but that more research on the boundary conditions of how and when to apply different instructional design elements effectively is needed.",
keywords = "Climate change education, Exaggerated feedback, Virtual reality, Waste management",
author = "{Aksel Stenberdt}, Valdemar and Guido Makransky",
note = "Publisher Copyright: {\textcopyright} 2023 The Authors",
year = "2023",
doi = "10.1016/j.compedu.2023.104760",
language = "English",
volume = "198",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior

AU - Aksel Stenberdt, Valdemar

AU - Makransky, Guido

N1 - Publisher Copyright: © 2023 The Authors

PY - 2023

Y1 - 2023

N2 - The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, to deal with climate change, we require new ways to embed climate change education in formal education. The current study is one of the first to investigate the feasibility of an alternative educational approach to improving waste management in the classroom as part of formal education, utilizing mastery experiences in IVR. We explore the use of a novel IVR simulation on waste management, an example of pro-environmental behavior, for climate change education. A total of 173 high school students participated in a pre-registered intervention investigating the impact of IVR on knowledge and intentions to act pro-environmentally. A 2x2 design was used to compare different design approaches to the IVR simulation based on the instructional design elements of the instruction sequence (Direct Instruction vs. Productive Failure) and feedback (Corrective Feedback vs. Exaggerated Feedback). The results indicated that IVR was effective for increasing students’ knowledge (η2 = 0.41), intentions (η2 = 0.10), self-efficacy (η2 = 0.4), and response efficacy (η2 = 0.35) and that students found the simulation interesting and enjoyable. Furthermore, self-efficacy was found to predict intentions (B = 0.190, p = .015), supporting the idea that cognitive and affective factors drive the effectiveness of IVR. No significant differences were found in the effectiveness of the instructional design elements. This suggests that IVR can be an effective educational technology for learning through mastery experiences, but that more research on the boundary conditions of how and when to apply different instructional design elements effectively is needed.

AB - The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, to deal with climate change, we require new ways to embed climate change education in formal education. The current study is one of the first to investigate the feasibility of an alternative educational approach to improving waste management in the classroom as part of formal education, utilizing mastery experiences in IVR. We explore the use of a novel IVR simulation on waste management, an example of pro-environmental behavior, for climate change education. A total of 173 high school students participated in a pre-registered intervention investigating the impact of IVR on knowledge and intentions to act pro-environmentally. A 2x2 design was used to compare different design approaches to the IVR simulation based on the instructional design elements of the instruction sequence (Direct Instruction vs. Productive Failure) and feedback (Corrective Feedback vs. Exaggerated Feedback). The results indicated that IVR was effective for increasing students’ knowledge (η2 = 0.41), intentions (η2 = 0.10), self-efficacy (η2 = 0.4), and response efficacy (η2 = 0.35) and that students found the simulation interesting and enjoyable. Furthermore, self-efficacy was found to predict intentions (B = 0.190, p = .015), supporting the idea that cognitive and affective factors drive the effectiveness of IVR. No significant differences were found in the effectiveness of the instructional design elements. This suggests that IVR can be an effective educational technology for learning through mastery experiences, but that more research on the boundary conditions of how and when to apply different instructional design elements effectively is needed.

KW - Climate change education

KW - Exaggerated feedback

KW - Virtual reality

KW - Waste management

U2 - 10.1016/j.compedu.2023.104760

DO - 10.1016/j.compedu.2023.104760

M3 - Journal article

AN - SCOPUS:85148542459

VL - 198

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

M1 - 104760

ER -

ID: 371021297