Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality : Evidence for the Immersion Principle in Multimedia Learning. / Makransky, Guido; Mayer, Richard E.
I: Educational Psychology Review, Bind 34, 09.2022, s. 1771-1798.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality
T2 - Evidence for the Immersion Principle in Multimedia Learning
AU - Makransky, Guido
AU - Mayer, Richard E.
PY - 2022/9
Y1 - 2022/9
N2 - This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
AB - This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
KW - Faculty of Social Sciences
KW - immersion
KW - virtual reality
KW - video
KW - virtual field trip
KW - affective processing
KW - head mounted display
KW - metaverse
U2 - 10.1007/s10648-022-09675-4
DO - 10.1007/s10648-022-09675-4
M3 - Journal article
C2 - 35475019
VL - 34
SP - 1771
EP - 1798
JO - Educational Psychology Review
JF - Educational Psychology Review
SN - 1040-726X
ER -
ID: 317433093