Motivational Effects of Annotations and Quizzes in a VR-Based Field Trip

• In Event: Self-Regulated Learning and Motivation in Technology-Enhanced Environments

Abstract

Immersive virtual reality (IVR) enables students to explore complex scientific topics through virtual field trips (VFTs). Yet, evidence on how to support learning and motivation in classroom-based VR remains limited. This study examined how annotations and quizzes affect motivation, and how motivation relates to interest in a VFT on wastewater treatment. A total of 126 tenth-grade students participated in a 2x2 design with annotations, quizzes, both, or no support. Motivation (ARCS), competence experience, interest, willingness to exert effort (WTEE), and cyber sickness were assessed using pre- and post-tests. Annotations increased attention; quizzes enhanced competence. Relevance was the only factor that significantly predicted interest. While all students improved their knowledge, the analysis focused on motivational outcomes.

Authors

• Carina Galler, Universität der Bundeswehr München

• Maximilian Christian Fink, Universität der Bundeswehr München

• Bianca Watzka, RWTH Aachen University

• Bernhard M. Ertl, Universität der Bundeswehr München