TY - JOUR
T1 - Cognitive and motivational benefits of a theory-based immersive virtual reality design in science learning
AU - Huang, Xiaoxia
AU - Huss, Jeanine
AU - North, Leslie
AU - Williams, Kirsten
AU - Boyd-Devine, Angelica
N1 - Publisher Copyright:
© 2023
PY - 2023/12
Y1 - 2023/12
N2 - This study investigated the effects of an immersive virtual reality (IVR) nature-trail tour on participants’ science learning, self-efficacy, cognitive load, perceived enjoyment, and perceived usefulness, as compared to actual walking tours. The IVR tour was designed based on the Cognitive Theory of Multimedia Learning. In a between-subjects quasi-experiment, participants learned environmental science topics in one of three types of nature-trail tours, including an IVR tour, a business-as-usual walking tour, and an enhanced walking tour. Results of analyses of covariance indicated that the theory-based IVR design was effective in improving participants’ science learning and their self-efficacy perceptions. At the same time, the IVR tour was found to be as enjoyable as the walking tours and did not pose an unnecessary cognitive load during the learning process. The results have implications for designing IVR environments to (1) enhance cognitive and motivational outcomes in science learning and (2) increase the accessibility of nature-based sites.
AB - This study investigated the effects of an immersive virtual reality (IVR) nature-trail tour on participants’ science learning, self-efficacy, cognitive load, perceived enjoyment, and perceived usefulness, as compared to actual walking tours. The IVR tour was designed based on the Cognitive Theory of Multimedia Learning. In a between-subjects quasi-experiment, participants learned environmental science topics in one of three types of nature-trail tours, including an IVR tour, a business-as-usual walking tour, and an enhanced walking tour. Results of analyses of covariance indicated that the theory-based IVR design was effective in improving participants’ science learning and their self-efficacy perceptions. At the same time, the IVR tour was found to be as enjoyable as the walking tours and did not pose an unnecessary cognitive load during the learning process. The results have implications for designing IVR environments to (1) enhance cognitive and motivational outcomes in science learning and (2) increase the accessibility of nature-based sites.
KW - Cognitive load
KW - Cognitive theory of multimedia learning
KW - Immersive virtual reality
KW - Informal science learning
KW - Self-efficacy
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U2 - 10.1016/j.caeo.2023.100124
DO - 10.1016/j.caeo.2023.100124
M3 - Article
AN - SCOPUS:85177788510
SN - 2666-5573
VL - 4
JO - Computers and Education Open
JF - Computers and Education Open
M1 - 100124
ER -