虚拟现实
沉浸式(数学)
计算机科学
认知负荷
多媒体
考试(生物学)
沉浸式技术
认知
人机交互
心理学
数学
生物
古生物学
神经科学
纯数学
作者
Oliver A. Meyer,Magnus Kirstoffer Omdahl,Guido Makransky
标识
DOI:10.1016/j.compedu.2019.103603
摘要
Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pre-training had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition.
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