Do students learn better with immersive virtual reality videos than conventional videos? A comparison of media effects with middle school girls.
Do students learn better with immersive virtual reality videos than conventional videos? A comparison of media effects with middle school girls.
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与传统视频相比，学生通过沉浸式虚拟现实视频学得更好吗？
DOI：
10.1037/tmb0000082
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Bailenson, Jeremy N.
中科院分区：
文献类型：
--
作者：
Queiroz, Anna Carolina;Fauville, Géraldine;Herrera, Fernanda;Leme, Maria Isabel;Bailenson, Jeremy N.
本文介绍了两项研究，比较了教育沉浸式虚拟现实（IVR）与传统视频对概念知识和自我效能的影响。根据Bloom的学习目标分类，通过评估概念性知识的选择题和评估知识理解、知识应用和知识创造的开放式问题来衡量学习。在实验1中，53名来自女子学校的八年级学生通过使用虚拟现实（VR）耳机的360度视频或使用计算机显示器的传统视频学习了人类对海洋的影响。治疗前后均采取相应措施。实验2中，139名来自同一所学校的六至八年级学生使用与实验1相同的教学材料和设备，并采取了四次措施（治疗前、治疗后两次和治疗后5周）。此外，我们还测量了学习代理，并探讨了学习代理在条件与自我效能之间的中介作用。实验1中，两组概念性知识的选择题得分无显著差异。在实验2中，IVR组的知识创造得分高于桌面组，而知识理解和知识应用得分低于桌面组。在实验1中，IVR组的自我效能感得分高于桌面组，但在实验2中没有。最后，在实验2中，学习代理在条件与自我效能的关系中起中介作用，提示沉浸效应对自我效能的可能机制。从认知科学的角度讨论了研究结果及其对沉浸式虚拟现实学习的启示。
This article presents two studies comparing the effects of educational immersive virtual reality (IVR) versus traditional videos on conceptual knowledge and self-efficacy. Learning was measured through multiple-choice questions assessing conceptual knowledge and open-ended questions assessing knowledge understanding, knowledge application, and knowledge creation, based on Bloom, s taxonomy of learning objectives. In Experiment 1, 53 eighth-grade students from an all-girls school learned about humans, impact on the ocean through either 360 videos, using a virtual reality (VR) headset, or through traditional videos, using a computer monitor. Measures were taken before and right after treatment. In Experiment 2, 139 sixth-to-eighth grade students from the same school used the same instructional material and equipment from Experiment 1, and measures were taken four times (before treatment, right after two treatment sessions, and 5 weeks after treatment). Also, we measured learning agency and investigated its mediation role between condition and self-efficacy. The groups did not differ on the multiple-choice scores assessing conceptual knowledge in Experiment 1. In Experiment 2, participants in the IVR group scored higher for knowledge creation than participants in the desktop group, but not knowledge understanding or knowledge application. The IVR group scored higher on self-efficacy than the desktop group in Experiment 1, but not in Experiment 2. Finally, learning agency mediated the relationship between condition and self-efficacy in Experiment 2, indicating a possible mechanism underlying immersion effects on self-efficacy. Results are discussed in light of cognitive sciences and their implication for learning in immersive virtual reality.
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DOI：
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发表时间：
2003
期刊：
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影响因子：
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作者：
M. Slater
通讯作者：
M. Slater
DOI：
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发表时间：
2008
期刊：
--
影响因子：
--
作者：
通讯作者：
--
影响因子：
5
作者：
Makransky, Guido;Borre-Gude, Stefan;Mayer, Richard E.
通讯作者：
Mayer, Richard E.
影响因子：
10.1
作者：
Pekrun, Reinhard
通讯作者：
Pekrun, Reinhard
影响因子：
3.8
作者：
Bailenson, Jeremy N.;Yee, Nick;Jin, Michael
通讯作者：
Jin, Michael