Learning Science With Virtual Reality (VR): Investigating the Role of Methods and Media in Immersive VR Learning Environments

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

Abstract

Virtual reality (VR) is predicted to create a paradigm shift in education, but there is little empirical evidence of its value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, cognitive neuroscience in the form of electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 x 2 experimental cross-panel design. Students reported more presence in the VR condition (d = 1.30); but learned less (d = 0.80), and had significantly higher cognitive load on the EEG measure (d = 0.59).

Authors

• Guido Makransky, university of southern denmark

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

• Thomas Terkildsen