Imagine & immerse yourself: Does visuospatial imagery moderate learning in virtual reality?
Findings on the effectiveness of learning in immersive virtual reality (IVR) are mixed. While studies suggest that the sense of spatial presence in IVR enhances enjoyment and thus learning, it is unclear whether IVR also presents information in a way that is more conducive to learning than less imme...
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Veröffentlicht in: | Computers and education 2023-12, Vol.207, p.104909, Article 104909 |
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Sprache: | eng |
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Zusammenfassung: | Findings on the effectiveness of learning in immersive virtual reality (IVR) are mixed. While studies suggest that the sense of spatial presence in IVR enhances enjoyment and thus learning, it is unclear whether IVR also presents information in a way that is more conducive to learning than less immersive presentations. Because IVR presents spatial details more accurately than less immersive media, in addition to motivational effects, IVR presentations should promote the acquisition of spatial and (aurally presented) semantic knowledge. Research also suggests that the effects of IVR presentation on spatial presence, enjoyment, and learning may be offset by visuospatial imagery skills. We tested these assumptions by conducting a randomized laboratory experiment with two conditions in which a virtual learning environment was presented using either IVR technology or less immersive desktop VR. Results show that IVR did not provide superior support the acquisition of spatial and semantic knowledge, and this was not moderated by visuospatial imagery. However, spatial presence mediated the acquisition of semantic knowledge through enjoyment in both conditions, and this effect was moderated by learners' level of imagery: IVR's advantages over desktop VR in promoting spatial presence, enjoyment, and semantic knowledge diminished as learners' visuospatial imagery increased.
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•Immersive virtual reality (IVR) was experimentally compared to desktop VR•Students explored a virtual environment, i.e., a replica of the Sistine Chapel•IVR indirectly promoted semantic knowledge mediated by spatial presence and enjoyment•Students' visuospatial imagery moderated learning differences between IVR and desktop VR•Advantages of IVR over desktop VR only applied to learners with low visuospatial imagery |
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ISSN: | 0360-1315 1873-782X |
DOI: | 10.1016/j.compedu.2023.104909 |