Declarative knowledge acquisition in immersive virtual learning environments
Declarative knowledge acquisition in immersive virtual learning environments
复制标题
沉浸式虚拟学习环境中的陈述性知识获取
DOI：
10.1080/10494820.2014.994533
复制
发表时间：
2016
影响因子：
5.4
通讯作者：
R. Webster
中科院分区：
文献类型：
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作者：
R. Webster
对沉浸式虚拟现实(VR)在课堂中的交互效果进行了研究。该项目的目标是为美国陆军开发和提供一个低成本、可扩展和便携的VR系统，其中包含专门设计和开发的沉浸式虚拟学习环境。混合设计实验的目的是比较基于讲座的多媒体教学和基于沉浸式VR的多媒体教学，从基础腐蚀预防和控制的陈述性知识获取(即学习)方面与军事人员进行比较。参与者被随机分配到对照组(N = 115)或调查组(N = 25)，并在训练前和训练后立即进行测试。笔者从考前和考后成绩中获得学习结果，并从退出问卷中获得VR系统的可用性。结果表明，这两种教学形式都能促进学习。基于虚拟现实的教学确实产生了更高的收获分数，并且教学类型和时间之间的交互作用在统计学上显著。
The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N = 115) or investigational group (N = 25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.