Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes

Chiquet, Sandra; Martarelli, Corinna S.; Weibel, David; Mast, Fred W.

doi:10.1016/j.learninstruc.2022.101716

Cited by 10 publications

(9 citation statements)

References 65 publications

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“…The learning outcome in IVR settings is shaped by not only the numerous advantages and disadvantages of the medium, but also a range of learner characteristics. Such characteristics include spatial ability (Sajjadi, Zhaou, Wallgrün, La Femina, & Kippel, 2021), the ability to ignore easily external distractors (Chiquet, Martarelli, Weibel, & Mast, 2023), and relevant prior knowledge (Mayer, Mathias, & Wetzell, 2002;Meyer et al, 2019), which help to process the IVR message more efficiently and with less cognitive effort. Consequently, it appears that IVR interventions are more likely to benefit students with better academic skills and achievements.…”

Section: Learners Schools and Ivrmentioning

confidence: 99%

“…In fact, the findings of various studies differ markedly. Some studies have shown the benefits of using IVR for enhanced academic performance over traditional educational settings when comparing the learning outcomes in both of these environments (Chiquet, Martarelli, Weibel, & Mast, 2023;Liu, Wang, Koszalka, & Wan, 2022). Although such results are predominant, an increasing number of studies have demonstrated that learning achievements are not affected by the medium used (Behmadi, Asadi, Okhovati, & Ershad Sarabi, 2022;Makransky, Andreasen, Baceviciute, & Mayer, 2021, Experiment 1) and some studies have even found that IVR may lead to reduced learning effects as compared to other media (Makransky et al, 2021, Experiment 2;Parong & Mayer, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl¹,

Brücknerová²,

Švedová³

et al. 2023

Preprint

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The findings of media comparison studies examining the efficacy of using immersive virtual reality (IVR) in education have been inconclusive. Some studies have suggested that immersive virtual environments (IVE) facilitate learning; other studies have reported similar or even lower learning effects in IVR than in more traditional educational settings. To expand upon earlier research, the present study combined a media comparison approach with an exploration of how learner characteristics might influence the impact of IVR. In the experiment, 262 students from two distinct types of lower secondary schools—elementary school, which is a type of comprehensive school, and multi-year gymnasium, which is a selective academic school—received a lesson on topography and contour line interpretation using either an IVE or a PowerPoint (PPT) slideshow. To measure the extent to which the students were able to apply the lesson knowledge when working with maps, a transfer test was conducted before the lesson, immediately after its completion, and again one month later. Along with the transfer test, a spatial reasoning test was administered to the students. The results showed that while the type of school had an impact on student learning gains, there was no clear benefit of IVR-based instruction over PPT instruction. More specifically, the multi-year gymnasium students had higher scores than the elementary school students already in the pre-test, and they also demonstrated higher learning gains. Conversely, the elementary school students did not show any statistical improvement in their learning outcomes, regardless of the learning environment. The present study is in line with the recommendation formulated by Buchner and Kerres (2023) for comparative research on augmented reality in education—to move research from the phase of examining whether IVR learning works to the phase of examining the questions of when and how IVR learning works. We argue that examining the influence of learner characteristics and variables describing their academic background is crucial for comprehending the potential of IVR as a teaching tool.

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Section: Learners Schools and Ivrmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl¹,

Brücknerová²,

Švedová³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…According to Wahid, in his research, the media has a very important role in helping the learning process which can make learning much more interesting and fun so that learning becomes more interactive, efficient, and not boring (Wahid, 2018). In addition, Chiquet revealed that the minimal use of instructional media can make students bored and unenthusiastic in learning (Chiquet et al, 2023).…”

Section: Obstacles Of the Islamic Religious Education Teacher Overcom...mentioning

confidence: 99%

The Role of the Islamic Religious Education Teacher in Overcoming Difficulties Learning of Students on Reading and Writing the Qur'an at Private Islamic Elementary School

Rusdi

Fatimah

Idawati

et al. 2022

jip

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This study aims to describe and analyze the role of Islamic religious education teachers in overcoming learning difficulties of student on reading and writing the Al-Qur'an. The research method uses a qualitative description using Miles, Huberman, and Saldana's technical data analysis, namely data reduction, and data presentation. To collect data using interview techniques, observation, and documentation. The role of the teacher in this research is first as a motivator, the teacher motivates students to be enthusiastic to participate in the Al-Qur'an learning process. Second, as a guide, the teacher provides direct guidance to students on their ability to participate in learning. Third, as an evaluator, evaluation is the final series in the learning process to be able to find out the extent of student success in participating in the learning process of reading and writing the Al-Qur'an. This research resulted in the finding that teacher professionalism is very important to be a motivator and to give stimulus to students so they continue to be motivated to learn. As for overcoming students' learning difficulties the Qur'an, namely by repeating readings called talaqqi. Furthermore, there is an active role in teachers, parents, and the environment. The three of them can communicate with each other productively to be able to find out the progress of students' progress in learning the Qur'an both reading and writing.

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“…Despite the great potential of VR and the high interest of Generation Z in the use of virtual reality, several studies discuss the effectiveness of the technology in enhancing cognitive activities in learning (Barry & Kanematsu, 2022;Chiquet et al, 2023;Ifanov et al, 2023;Suri et al, 2023). However, studies on the application of these technologies in creating meaningful learning have never been reported.…”

Section: Introductionmentioning

confidence: 99%

Implementing of Virtual Reality Technology in Science Subjects as Effort to Build a Meaningful Learning

Aswie,

Abdu

2023

Tatar Pasundan: J.Diklat Keagamaan

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The post-COVID-19 pandemic has resulted in learning loss in almost all subjects, including science learning. In addition, there is a decrease in motivation in capturing learning. In contrast, 21st-century education demands literacy skills accompanied by competencies and characters that lead to lifelong learning. Therefore, services in the form of technology that can improve students' skills and interests are needed, one of which is using virtual reality. This technology is believed to be a future asset that can help students construct their cognitive structures. Thus, this study aims to examine the use of virtual reality technology in improving meaningful learning in science learning at school. The method used in this study is a qualitative method with a descriptive approach through a literature review of Google Scholar and Scopus-indexed journals. The data that has been collected is analyzed by correlating the relationship between the use of virtual reality with meaningful learning in science subjects. After that, it ends by elaborating on the ideas in this article. Based on studies that have been conducted, it is found that virtual reality is a 3D technology that helps visualize science concepts that combine the real and virtual worlds (immersive) so that learning is more interactive. Despite its great potential, this technology should be used as a supporting tool, not a substitute for human interaction in learning. Virtual reality can also create meaningful learning by directly involving students in constructing their cognitive structures related to facts, concepts, procedures, and metacognition. In addition, this technology is also able to integrate science concepts that were previously fragmented to be integrated comprehensively through 3D virtual simulations. This will help create meaningful learning because students can understand science concepts comprehensively by connecting their experiences to real learning materials through immersive technology. Keywords: Immerse Technology; Meaningful Learning; Science Subject; Virtual Reality

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Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes

Cited by 10 publications

References 65 publications

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

The Role of the Islamic Religious Education Teacher in Overcoming Difficulties Learning of Students on Reading and Writing the Qur'an at Private Islamic Elementary School

Implementing of Virtual Reality Technology in Science Subjects as Effort to Build a Meaningful Learning

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