Immersive Virtual Reality Increases Liking but Not Learning With a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality

We investigated the instructional effectiveness of using an interactive and immersive virtual reality (IVR) simulation versus a video for teaching scientific knowledge in 2 between-subjects experiments. In Experiment 1, 131 high school students (84 females) used a science simulation that involved forensic analysis of a collected DNA sample in a virtual laboratory environment rendered in IVR or as a video covering the same material. In Experiment 2, 165 high school students (111 females) replicated the experiment with approximately half of each group being asked to engage in the generative learning strategy of enactment after the lesson-that is, carrying out the learned procedures with concrete manipulatives. Across both experiments, the IVR groups reported significantly higher perceived enjoyment and presence than the video group. However, no significant differences were found between media for procedural knowledge in Experiment 1 and 2, or transfer in Experiment 2. Also, there was no difference in declarative knowledge across media in Experiment 1, and there was a media effect favoring video in Experiment 2 (ηp2 = 0.028). Enactment lead to significantly better procedural knowledge (ηp2 = 0.144) and transfer (ηp2 = 0.088) in the IVR group but not in the video group. In conclusion, learning in IVR is not more effective than learning with video but incorporating generative learning strategies is specifically effective when learning through IVR. The results suggest that the value of IVR for learning science depends on how it is integrated into a classroom lesson. Educational Impact and Implications Statement Which is a more effective way to learn about scientific procedures-in an interactive simulated laboratory rendered in immersive virtual reality (IVR) or with the conventional medium of video? This question was investigated in two between-subjects experiments involving a total of 296 high school students. In both experiments, students liked learning in IVR more than from video and felt a greater sense of presence, but they did not learn better in IVR than from video. Experiment 2 added evidence that asking students to carry out the procedures with concrete manipulatives improved performance when learning in IVR but not when learning with video. Because IVR is a popular technology among students, as indicated by higher perceived enjoyment in IVR, using it in combination with a generative learning strategy may be beneficial in fostering student motivation an