Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments
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Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. / Makransky, Guido; Borre-Gude, Stefan; Mayer, Richard E.
In: Journal of Computer Assisted Learning, Vol. 35, No. 6, 12.2019, p. 691-707.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments
AU - Makransky, Guido
AU - Borre-Gude, Stefan
AU - Mayer, Richard E.
PY - 2019/12
Y1 - 2019/12
N2 - The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females). We include five types of learning outcomes including post-test enjoyment ratings; pre- to post-test changes in intrinsic motivation and self-efficacy; a post-test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self-efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).
AB - The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females). We include five types of learning outcomes including post-test enjoyment ratings; pre- to post-test changes in intrinsic motivation and self-efficacy; a post-test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self-efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).
KW - delayed transfer test
KW - multimedia learning
KW - safety training
KW - simulation
KW - virtual reality
U2 - 10.1111/jcal.12375
DO - 10.1111/jcal.12375
M3 - Journal article
VL - 35
SP - 691
EP - 707
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 6
ER -
ID: 232064538