Learning Science in Immersive Virtual Reality

• In Event: Paper Session: Innovative Research on Virtual Reality, Augmented Reality, and Simulations

Abstract

We compared learning outcomes of immersive virtual reality (VR) versus a desktop slideshow and examined the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, students viewed a biology lesson either in immersive VR or via a PowerPoint slideshow. Those who viewed the slideshow performed significantly better on the post-test than the VR group, but reported lower motivation, interest, and engagement ratings. In Experiment 2, students either viewed a segmented VR lesson and produced a written summary after each segment or viewed the original, continuous VR lesson. Students who summarized the lesson after each segment performed significantly better on the posttest and the groups did not differ on reported interest, engagement, and motivation.

Authors

• Jocelyn Parong, University of California - Santa Barbara

• Richard E. Mayer, University of California - Santa Barbara