Adding immersive virtual reality to a science lab simulation causes more presence but less learning |
| |
| Institution: | 1. Department of Psychology, University of Copenhagen, Copenhagen, Denmark;2. Psychological and Brain Sciences, University of California Santa Barbara, CA, USA;1. 436 Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027 United States;2. 4407 Tolman Hall, Graduate School of Education University of California Berkeley, California 94720, United States;3. 90 Bergen Street, Department of Otolaryngology, Rutgers New Jersey Medical School, Newark, NJ, 07101, United States;4. 551b Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027, United States;1. School of Occupational Therapy and Social Work, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia;2. Murdoch University, School of Engineering and Information Technology, South St, Murdoch, Western Australia 6150, Australia;1. Laboratorio de I+D en Visualización y Computación Gráfica (UNS-CIC Prov. de Buenos Aires), Argentina;2. Departamento de Ciencias e Ingeniería de la Computación, Universidad Nacional del Sur (DCIC-UNS), Bahía Blanca, Argentina;3. Instituto de Ciencias e Ingeniería de la Computación (CONICET-UNS), Bahía Blanca, Argentina |
| |
| Abstract: | Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational 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, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 × 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance). |
| |
| Keywords: | Virtual reality EEG Cognitive load Simulation Presence Redundancy principle |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
