Performing Versus Observing Toward Equitable Learning Experiences: Group Debriefing in Virtual-Reality-Based Child Pedestrian Safety Education (Poster 26)

• In Event: AERA Poster Session 1
  In Poster Session: Research on the Complexity of Learning Environments (San Diego)

Abstract

This study employed a two-by-two factorial design to empirically investigate the feasibility and effectiveness of debriefing in two types of VR experiences on learning. One-hundred-fifty second and third graders were randomly assigned to one of the four conditions: (1) performing individually with individual debriefing (high resource-demanding), (2) performing individually with no debriefing, (3) observing in a group with group debriefing (low resource-demanding), and (4) observing in a group with no debriefing. The results showed moderate effect sizes of debriefing on increasing knowledge and performance scores but revealed no significant difference between individual and group VR learning conditions. With debriefing, the group condition with fewer resources offers equitable learning effectiveness as much as the individual condition with more resources.

Authors

• Heng Luo, Central China Normal University

• Tingting Yang, University of Georgia

• Sejung Kwon, Emory University

• Gege Li, Central China Normal University

• Mingzhang Zuo, Central China Normal University

• Ikseon Choi, Emory University