High School Chemistry Lab Skills in Immersive Virtual Learning: An Empirical Examination of the Cognitive Affective Model of Immersive Learning

• In Event: Teaching and Learning With Extended Reality

Abstract

Immersive virtual reality (IVR) engages learners in embodied simulations as they develop practical skills and knowledge. This study investigated the relationship of several (meta)cognitive and affective variables (e.g., agency) and learning outcomes (e.g., declarative knowledge) of high school students’ (N=46) chemistry lab skills using the Cognitive Affective Model of Immersive Learning (CAMIL). Participants were randomly assigned to either an IVR game (Hololab Champions) or video condition. Results indicate IVR-participants had higher self-perceptions of agency and situational interest. Agency was a significant predictor for all outcomes, while situational interest was only a significant predictor for declarative and procedural knowledge. Our results empirically support and extend certain assumptions of the CAMIL model while highlighting some of the limitations of IVR-based learning.

Authors

• Megan Wiedbusch, University of Central Florida

• Sarah Romero, University of Central Florida

• Lara Arnoletti, Rollins College

• Yazmin Lee, University of Central Florida

• Milouni Patel, University of Central Florida

• Roger Azevedo, University of Central Florida