The Promise and Pitfalls of Learning in Immersive Virtual Reality

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

Standard

The Promise and Pitfalls of Learning in Immersive Virtual Reality. / Mayer, Richard E.; Makransky, Guido; Parong, Jocelyn.

In: International Journal of Human-Computer Interaction, Vol. 39, No. 11, 2023, p. 2229-2238.

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

Harvard

Mayer, RE, Makransky, G & Parong, J 2023, 'The Promise and Pitfalls of Learning in Immersive Virtual Reality', International Journal of Human-Computer Interaction, vol. 39, no. 11, pp. 2229-2238. https://doi.org/10.1080/10447318.2022.2108563

APA

Mayer, R. E., Makransky, G., & Parong, J. (2023). The Promise and Pitfalls of Learning in Immersive Virtual Reality. International Journal of Human-Computer Interaction, 39(11), 2229-2238. https://doi.org/10.1080/10447318.2022.2108563

Vancouver

Mayer RE, Makransky G, Parong J. The Promise and Pitfalls of Learning in Immersive Virtual Reality. International Journal of Human-Computer Interaction. 2023;39(11):2229-2238. https://doi.org/10.1080/10447318.2022.2108563

Author

Mayer, Richard E. ; Makransky, Guido ; Parong, Jocelyn. / The Promise and Pitfalls of Learning in Immersive Virtual Reality. In: International Journal of Human-Computer Interaction. 2023 ; Vol. 39, No. 11. pp. 2229-2238.

Bibtex

@article{a3975d63cde8443f9b0c5925692c0522,
title = "The Promise and Pitfalls of Learning in Immersive Virtual Reality",
abstract = "Can immersive virtual reality (IVR) serve as an effective venue for learning and training? The promise of learning in IVR lies in its affordances for motivating learners to engage in generative processing (i.e., cognitive processing aimed at making sense of the material). The pitfall of learning in IVR is that it can distract learners so they engage in extraneous processing (i.e., cognitive processing that does not support the instructional goal). This paper reviews (1) media comparison research we have conducted on the effectiveness of learning academic content and skills in IVR versus learning with conventional media and (2) value-added research we have conducted concerning which features can improve the instructional effectiveness of learning in IVR. The paper includes implications for practice and for further work in the area. Overall, the paper focuses on the challenges associated with determining how to reduce the distracting aspects of IVR, maintain the motivating aspects of IVR, and guide the learner towards the core instructional material.",
author = "Mayer, {Richard E.} and Guido Makransky and Jocelyn Parong",
year = "2023",
doi = "10.1080/10447318.2022.2108563",
language = "English",
volume = "39",
pages = "2229--2238",
journal = "International Journal of Human-Computer Interaction",
issn = "1044-7318",
publisher = "Taylor & Francis",
number = "11",

}

RIS

TY - JOUR

T1 - The Promise and Pitfalls of Learning in Immersive Virtual Reality

AU - Mayer, Richard E.

AU - Makransky, Guido

AU - Parong, Jocelyn

PY - 2023

Y1 - 2023

N2 - Can immersive virtual reality (IVR) serve as an effective venue for learning and training? The promise of learning in IVR lies in its affordances for motivating learners to engage in generative processing (i.e., cognitive processing aimed at making sense of the material). The pitfall of learning in IVR is that it can distract learners so they engage in extraneous processing (i.e., cognitive processing that does not support the instructional goal). This paper reviews (1) media comparison research we have conducted on the effectiveness of learning academic content and skills in IVR versus learning with conventional media and (2) value-added research we have conducted concerning which features can improve the instructional effectiveness of learning in IVR. The paper includes implications for practice and for further work in the area. Overall, the paper focuses on the challenges associated with determining how to reduce the distracting aspects of IVR, maintain the motivating aspects of IVR, and guide the learner towards the core instructional material.

AB - Can immersive virtual reality (IVR) serve as an effective venue for learning and training? The promise of learning in IVR lies in its affordances for motivating learners to engage in generative processing (i.e., cognitive processing aimed at making sense of the material). The pitfall of learning in IVR is that it can distract learners so they engage in extraneous processing (i.e., cognitive processing that does not support the instructional goal). This paper reviews (1) media comparison research we have conducted on the effectiveness of learning academic content and skills in IVR versus learning with conventional media and (2) value-added research we have conducted concerning which features can improve the instructional effectiveness of learning in IVR. The paper includes implications for practice and for further work in the area. Overall, the paper focuses on the challenges associated with determining how to reduce the distracting aspects of IVR, maintain the motivating aspects of IVR, and guide the learner towards the core instructional material.

U2 - 10.1080/10447318.2022.2108563

DO - 10.1080/10447318.2022.2108563

M3 - Journal article

VL - 39

SP - 2229

EP - 2238

JO - International Journal of Human-Computer Interaction

JF - International Journal of Human-Computer Interaction

SN - 1044-7318

IS - 11

ER -

ID: 317434751