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The Impact of XR-Based Simulation Learning on Academic Self-Efficacy, Attention, and Satisfaction

Wed, April 23, 10:50am to 12:20pm MDT (10:50am to 12:20pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 710

Abstract

This study aimed to empirically test the effectiveness of extended reality simulations on students’ learning experiences. We conducted a single-group pretest-posttest experiment with 119 undergraduate students to assess alterations in academic self-efficacy and achievement. Post-tests were used to measure the students’ perceptions of attention and learning satisfaction. Out of these, 13 participants were interviewed to gain deeper insights. Results exhibited improvement in participants' academic self-efficacy and achievement from the pretest to the post-test. Individual interviews revealed that XR simulations can have both positive and negative effects on learners' self-efficacy, attention, and learning satisfaction. To enhance the learning experience with XR simulations, it is crucial to provide opportunities for direct manipulation, allow repetitive learning, offer continuous feedback, and keep a user-friendly interface.

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