The Influence of Immersive Virtual Reality (IVR) on Skill Transfer of Learners: The Moderating Effects of Learning Engagement

Abstract

Immersive virtual reality (IVR) is a full integration of virtual simulation and reality through computer engines and digital technologies. In particular, upon entering the field of education, IVR triggers the comprehensive reform of the education industry, realizes the interaction between virtual and real worlds, shapes a more highly immersive teaching scene, and meets the personalized needs of different learners. Thus, exploring the transfer of learning skills under IVR and traditional teaching modes is of great significance to understanding their causal relationship. Results show that training methods have significant differences in post-test scores. Immersive virtual experimental teaching plays a significant role in the skills transfer of learners, and learning engagement has a significant moderating effect in the above relationship. In this study, the results have important reference value for enriching the design of immersive teaching content, improving its design of translation, and promoting the skills transfer of learners to higher-order thinking knowledge.

Overcoming Integration Thresholds for Augmented Reality

“…While some researchers claim a risk for information overload [20], a contrasting view is that AR helps to reduce cognitive overload by providing targeted depth to vital areas of concern, and that learners can benefit from scaffolding and more easily learn from experiences captured in various contexts and scenarios [23]. Comprehensive learning experiences have been introduced to address immersion and presence as two distinct aspects that contribute to performance and engagement [24]. With rising interest in providing guiding examples, experiences from learning assessment in AR research are establishing a link that may support continued practical implementation efforts [19].…”

Construction of Immersive Experiences: Development of Virtual Reality Technology to Facilitate Physical Geography Learning

“…In addition, GeoVirtex also supports independent learning because it can be accessed via each student's smartphone. GeoVirtex is open-access, so it can be used outside of learning hours and is not tied to the classroom [50]. GeoVirtex guarantees students' security in studying physical phenomena of geography with exploration activities and conservation of Geosites without causing pollution footprints [28], [34].…”

A Review of User Experience Requirements for a Procedural Training Task in Virtual Reality

“…Type of learning (i.e., factual, conceptual, procedural, and transfer) (Cooper et al, 2016; Morélot et al, 2021; Yang & Liu, 2022).…”

“…• Characteristics of the virtual learning environment (e.g., immersion, presence) (Ahn et al, 2022;Franzluebbers & Johnsen, 2018;Marraffino et al, 2022;Pollard et al, 2020). • • Type of learning (i.e., factual, conceptual, procedural, and transfer) (Cooper et al, 2016;Morélot et al, 2021;Yang & Liu, 2022). • • Theories or principles related to learning and education (e.g., cognitive load, generative learning) (Albus et al, 2021;Baceviciute et al, 2020;Makransky et al, 2019).…”