Cognitive overload in immersive virtual reality in education: More presence but less learnt?

Sari, Ratna Candra; Pranesti, Arin; Solikhatun, Ismi; Nurbaiti, Novita; Yuniarti, Nurhening

doi:10.1007/s10639-023-12379-z

Cited by 4 publications

(1 citation statement)

References 79 publications

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“…VLE architects will need to balance the amount of information placed within the photo sphere and instructional intervention. A "less is more" approach to development may be more effective for the classroom, as limiting the amount of information in the photo sphere may allow the landscape to create the most impact on the learner [58]. The process forces the architect into a thoughtful and intentional design.…”

Section: Discussionmentioning

confidence: 99%

Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education

Gielstra,

Moorman,

Kelly

et al. 2024

Education Sciences

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Virtual field trips in physical geography transcend our human limitations regarding distance and accessibility, allowing students to experience exemplars of physical environments. These experiences can be critical for students to connect to the physical world beyond traditional classroom formats of communicating themes and features in physical geography. To maximize the learning potential of these experiences, designers must engage in a translational process to take resources and content from the physical world and migrate it to an online, virtual format. However, these virtual learning experiences need to account for how learners learn; and should draw heavily on the foundations of educational research and field sciences, while highlighting the awe and beauty of the natural landscape itself. Crafting these spatial stories of the natural world with learning elements requires careful and intentional design to maximize the perception of physical features, patterns, and processes at the landscape scale. To help field-trip developers comprehend the workflows used to create perceptible, rich environments that spur students’ learning, we propose a development process (TECCUPD) as a guide to navigate the intersection of education and science, using an example of geodiversity and alpine glacial landscapes found in Glacier National Park, Montana.

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Section: Discussionmentioning

confidence: 99%

Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education

Gielstra,

Moorman,

Kelly

et al. 2024

Education Sciences

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Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments

Pflieger,

Hartmann,

Bannert

2024

Discov Educ

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In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs.

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The agency development of teachers of an additional language via immersive VR telecollaboration

Liaw,

Priego,

Dieng

et al. 2024

Computer Assisted Language Learning

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Cognitive overload in immersive virtual reality in education: More presence but less learnt?

Cited by 4 publications

References 79 publications

Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education

Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education

Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments

The agency development of teachers of an additional language via immersive VR telecollaboration

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