Jocelyn Parong
Biographic Data
| ID | 9509868 |
|---|---|
| NAME | Jocelyn Parong |
| GIVEN NAMES | Jocelyn |
| FAMILY NAME | Parong |
| SIGNATURE | PARONG J |
| AFFILIATIONS | University of California, Santa Barbara |
| ORCID | 0000-0001-7076-2535 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Learning about history in immersive virtual reality: Does immersion facilitate learning
Cognitive and affective processes for learning science in immersive virtual reality
As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective and cognitive processing, thereby supporting improved performance on tests of learning outcome, whereas opponents of IVR contend that it could hurt le…
The mediating role of presence differs across types of spatial learning in immersive technologies
Replicated evidence towards a cognitive theory of game-based training
Executive function is the set of cognitive skills needed for goal directed behavior and is a strong predictor of academic success (Best, 2014). The present study examines the effectiveness of a custom video game designed to train the executive function skill of shifting—being able to efficiently shift attention from 1 task to another. In Experiment 1, students who played Alien Game for 4 hr, mostly at home, improved shifting skill more than those…
Learning science in immersive virtual reality.
The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Ba…
No prominent works on this page.
Learning science in immersive virtual reality.
The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Ba…
The mediating role of presence differs across types of spatial learning in immersive technologies
Replicated evidence towards a cognitive theory of game-based training
Executive function is the set of cognitive skills needed for goal directed behavior and is a strong predictor of academic success (Best, 2014). The present study examines the effectiveness of a custom video game designed to train the executive function skill of shifting—being able to efficiently shift attention from 1 task to another. In Experiment 1, students who played Alien Game for 4 hr, mostly at home, improved shifting skill more than those…
Learning about history in immersive virtual reality: Does immersion facilitate learning
Cognitive and affective processes for learning science in immersive virtual reality
As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective and cognitive processing, thereby supporting improved performance on tests of learning outcome, whereas opponents of IVR contend that it could hurt le…
Cognition (5 works) · Psychology (5 works) · Computer Science (4 works) · Social Psychology (4 works) · Virtual Reality Applications and Impacts (4 works) · Cognitive Load (3 works) · Cognitive psychology (3 works) · Human–computer interaction (3 works) · Multimedia (3 works) · Virtual reality (3 works)