Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments
Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments
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DOI：
10.1111/jcal.12375
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发表时间：
2019-12-01
影响因子：
5
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
Makransky, Guido;Borre-Gude, Stefan;Mayer, Richard E.
这项研究的主要目的是检验沉浸式虚拟现实(VR)作为提供实验室安全培训的媒介的有效性。我们具体比较了沉浸式VR模拟、桌面VR模拟和常规安全手册。样本包括105名工科本科一年级学生(56名女性)。我们包括五种类型的学习结果，包括测试后的享受评级；测试前后内在动机和自我效能的变化；测试后的多项选择保持测试；以及两个行为转移测试。结果表明，两组在即刻保持测验上没有差异，这表明三种媒介在传达基本知识方面是等同的。然而，沉浸式虚拟现实组在物理实验室解决问题(d=0.54，d=0.57)、享受性(d=1.44)、内在动机(d=0.69)和自我效能感(d=0.60)的两个迁移测试上，与文本组相比，差异显著。桌面虚拟现实组在一次迁移测试中得分显著高于文本组(d=0.63)，而在另一次迁移测试中得分不显著(d=0.11)，在享受性(d=1.11)和内在动机(d=0.83)方面得分显著高于文本组。
The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females). We include five types of learning outcomes including post-test enjoyment ratings; pre- to post-test changes in intrinsic motivation and self-efficacy; a post-test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self-efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).