Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Standard

Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson. / Andreasen, Niels Koch; Baceviciute, Sarune; Pande, Prajakt; Makransky, Guido.

26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings. IEEE, 2019. p. 840-841 8797755 (IEEE Virtual Reality Annual International Symposium).

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Harvard

Andreasen, NK, Baceviciute, S, Pande, P & Makransky, G 2019, Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson. in 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings., 8797755, IEEE, IEEE Virtual Reality Annual International Symposium, pp. 840-841, 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019, Osaka, Japan, 23/03/2019. https://doi.org/10.1109/VR.2019.8797755

APA

Andreasen, N. K., Baceviciute, S., Pande, P., & Makransky, G. (2019). Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson. In 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings (pp. 840-841). [8797755] IEEE. IEEE Virtual Reality Annual International Symposium https://doi.org/10.1109/VR.2019.8797755

Vancouver

Andreasen NK, Baceviciute S, Pande P, Makransky G. Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson. In 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings. IEEE. 2019. p. 840-841. 8797755. (IEEE Virtual Reality Annual International Symposium). https://doi.org/10.1109/VR.2019.8797755

Author

Andreasen, Niels Koch ; Baceviciute, Sarune ; Pande, Prajakt ; Makransky, Guido. / Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson. 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings. IEEE, 2019. pp. 840-841 (IEEE Virtual Reality Annual International Symposium).

Bibtex

@inproceedings{e8103af18b2f4ca0bbe47c826aed8c81,
title = "Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson",
abstract = "A 2×2 between-subjects experiment (a) investigated and compared the instructional effectiveness of immersive virtual reality (VR) versus video as media for teaching scientific procedural knowledge, and (b) examined the efficacy of enactment as a generative learning strategy in combination with the respective instructional media. A total of 117 high school students (74 females) were randomly distributed across four instructional groups - VR and enactment, video and enactment, only VR, and only video. Outcome measures included declarative knowledge, procedural knowledge, knowledge transfer, and subjective ratings of perceived enjoyment. Results indicated that there were no main effects or interactions for the outcomes of declarative knowledge or transfer. However, there was a significant interaction between media and method for the outcome of procedural knowledge with the VR and enactment group having the highest performance. Furthermore, media also seemed to have a significant effect on student perceived enjoyment, indicating that the groups enjoyed the VR simulation significantly more than the video. The results deepen our understanding of how we learn with immersive technology, as well as suggest important implications for implementing VR in schools.",
keywords = "Enactment, Generative learning strategy, Learning, Procedural knowledge, Virtual reality",
author = "Andreasen, {Niels Koch} and Sarune Baceviciute and Prajakt Pande and Guido Makransky",
year = "2019",
doi = "10.1109/VR.2019.8797755",
language = "English",
series = "IEEE Virtual Reality Annual International Symposium",
publisher = "IEEE",
pages = "840--841",
booktitle = "26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings",
note = "26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 ; Conference date: 23-03-2019 Through 27-03-2019",

}

RIS

TY - GEN

T1 - Virtual reality instruction followed by enactment can increase procedural knowledge in a science lesson

AU - Andreasen, Niels Koch

AU - Baceviciute, Sarune

AU - Pande, Prajakt

AU - Makransky, Guido

PY - 2019

Y1 - 2019

N2 - A 2×2 between-subjects experiment (a) investigated and compared the instructional effectiveness of immersive virtual reality (VR) versus video as media for teaching scientific procedural knowledge, and (b) examined the efficacy of enactment as a generative learning strategy in combination with the respective instructional media. A total of 117 high school students (74 females) were randomly distributed across four instructional groups - VR and enactment, video and enactment, only VR, and only video. Outcome measures included declarative knowledge, procedural knowledge, knowledge transfer, and subjective ratings of perceived enjoyment. Results indicated that there were no main effects or interactions for the outcomes of declarative knowledge or transfer. However, there was a significant interaction between media and method for the outcome of procedural knowledge with the VR and enactment group having the highest performance. Furthermore, media also seemed to have a significant effect on student perceived enjoyment, indicating that the groups enjoyed the VR simulation significantly more than the video. The results deepen our understanding of how we learn with immersive technology, as well as suggest important implications for implementing VR in schools.

AB - A 2×2 between-subjects experiment (a) investigated and compared the instructional effectiveness of immersive virtual reality (VR) versus video as media for teaching scientific procedural knowledge, and (b) examined the efficacy of enactment as a generative learning strategy in combination with the respective instructional media. A total of 117 high school students (74 females) were randomly distributed across four instructional groups - VR and enactment, video and enactment, only VR, and only video. Outcome measures included declarative knowledge, procedural knowledge, knowledge transfer, and subjective ratings of perceived enjoyment. Results indicated that there were no main effects or interactions for the outcomes of declarative knowledge or transfer. However, there was a significant interaction between media and method for the outcome of procedural knowledge with the VR and enactment group having the highest performance. Furthermore, media also seemed to have a significant effect on student perceived enjoyment, indicating that the groups enjoyed the VR simulation significantly more than the video. The results deepen our understanding of how we learn with immersive technology, as well as suggest important implications for implementing VR in schools.

KW - Enactment

KW - Generative learning strategy

KW - Learning

KW - Procedural knowledge

KW - Virtual reality

U2 - 10.1109/VR.2019.8797755

DO - 10.1109/VR.2019.8797755

M3 - Article in proceedings

AN - SCOPUS:85071855895

T3 - IEEE Virtual Reality Annual International Symposium

SP - 840

EP - 841

BT - 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings

PB - IEEE

T2 - 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019

Y2 - 23 March 2019 through 27 March 2019

ER -

ID: 241597627