Cognitive and affective processes for learning science in immersive virtual reality
Bibliographic Data
| ID | 21499249 |
|---|---|
| Authors | Jocelyn Parong (0000-0001-7076-2535, Department of Psychological and Brain Sciences University of California, Santa Barbara Santa Barbara California USA, corresponding author), Richard E Mayer (0000-0003-4055-6938, Department of Psychological and Brain Sciences University of California, Santa Barbara Santa Barbara California USA) |
| Year | 2021 |
| Volume | 37 |
| Issue | 1 |
| Pages | 226-241 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12482 |
| OpenAlex | W3080093691 |
| Language | EN |
| Citations received | 91 |
| References cited | 55 |
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 learning by increasing distraction, thereby disrupting cognitive learning processes and leading to poorer learning outcomes. In a media comparison study, students viewed a biology lesson either as an interactive animated journey in IVR or as a slideshow on a desktop monitor. Those who viewed the IVR lesson performed significantly worse on transfer tests, reported higher emotional arousal, reported more extraneous cognitive load and showed less engagement based on EEG measures than those who viewed the slideshow lesson, with or without practice questions added to the lessons. Mediational analyses showed that the lower retention scores for the IVR lesson were related to an increase in self‐reported extraneous cognitive load and emotional arousal. These results support the notion that immersive environments create high affective and cognitive distraction, which leads to poorer learning outcomes than desktop environments
Arousal · Cognition · Cognitive Load · Cognitive psychology · Distraction · Human–computer interaction · Transfer of training · Virtual reality · Communication · Computer Science · Flow Experience in Various Fields · Psychology · Social Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
Sachunterricht in der Informationsgesellschaft
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
The Cognitive Affective Model of Immersive Learning (Camil)
Design Beyond the Headset
Immersive Creativity
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Examining the impact of virtual reality on middle school students’ biology learning outcomes and experiences
Toward Deeper Learning
Need-Supportive Immersive Learning Design Based on Self-Determination Theory
Effect of Physical Fidelity and Immersion Level on Learning Experiences and Outcomes in VR-Based Fire-Safety Education
Can Virtual Reality Promote Cognitive, Affective, and Psychomotor Learning? A Synthesis of Systematic Reviews and Meta-Analytic Evidence
Prompting in-depth learning in immersive virtual reality
Signaling in virtual reality influences learning outcome and cognitive load
Research Into improved Distance Learning Using VR Technology
Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load
Immersive equity
Exploring the impact of virtual reality on presence
Virtual Reality and Digital Twins for Mechanical Engineering Lab Education
A Systematic Review of Virtual Reality Applications for Adaptive Behavior Training in Individuals with Intellectual Disabilities
Designing Translingual and Transmodal Scaffolding and VR Pair Programming for Supporting Multilingual Learners’ Participation in Scientific Sensemaking
Don’t forget to assess
The impact of teachers’ TK and TPACK in their composed SVVR on students’ active learning and learning engagement
From movement to learning
Experiential Learning in Upper Elementary Science Classrooms
Enhancing rural fire safety education through virtual reality
The effectiveness of VR environment on primary and secondary school students’ learning performance in science courses
Ease over effort
The effectiveness of a VR-based mobile learning system for university students to learn geological knowledge
Identifying key factors of dynamic Addie model for instructional virtual reality design
The potential of human-machine collaborative learning in educational virtual environments for knowledge retention in science learners
Improving procedural skills for autistic adults in a 3D virtual world through embodied hands-on learning
Learning in the spherical video-based virtual reality context
Mobile learning for science education
Facial expressions capturing emotional engagement while learning with desktop VR
Measuring presence in virtual world teacher education
Virtual reality in primary science education
Look at me! Can a pedagogical agent facilitate orientation and support learning in VR
Redundancy effects of information design on immersive virtual literary reading
Making in virtual reality environments
Immersive virtual reality in STEM
Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances
Design, development, and evaluation of educational virtual reality environment
Immersive virtual reality learning and cognitive load
Heart or mind? The impact of congruence on the persuasiveness of cognitive versus affective appeals in debunking messages on social media during public health crises
The impact of different collaboration formats on mathematical problem-solving in augmented reality
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review
The Interplay of Self-regulation, Cognitive Load and Learner Resources
Cognitive and emotional engagement while learning with VR
A novel quantitative assessment of engagement in virtual reality
Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment
Promoting musical instrument learning in virtual reality environment
Using virtual reality for enhancing neuroanatomy learning by optimizing cognitive load and intrinsic motivation
A study of how immersion and interactivity drive VR learning
Can virtual reality improve social-emotional learning among adolescents? An experimental study
Unintended consequences of spatial presence on learning in virtual reality
Investigating the value of immersive virtual reality tools for organizational training
Investigating the Modality and Signalling Principles in Immersive Augmented Reality Learning Environments
Text‐to‐speech and virtual reality agents in primary school classroom environments
Systematically Reviewing the Rigour of Immersive Virtual Reality Research in STEM Education
Empowering virtual reality with feedback and reflection in hands‐on learning
Who benefits and who doesn't in virtual reality learning
A Nuanced Perspective on VR Learning
The effects of embedded quizzes on self‐regulated processes and learning performance during a multimedia lesson
Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence
Examining virtual reality as a platform for developing mental models of industrial systems
The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning
Implementing Pretraining to Optimise Learning in Immersive Virtual Reality
Reshaping Teaching Practices Through Interactive Technology Training
Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons
Capturing cognitive load management during authentic virtual reality flight training with behavioural and physiological indicators
Learning With a Pedagogical Agent in Virtual Reality
Continuous Temporal Contiguity Narration‐Animation for Learning in Virtual Reality
Shake it or light it! The effects of cueing in desktop‐VR learning environments on search time and learning
Inserting Generative Learning Activities During Pauses in Slideshow and Virtual Reality Lessons
A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self‐Efficacy
Virtual reality enhances safety training in the maritime industry
Individual differences in executive function affect learning with immersive virtual reality
The effect of the modality principle to support learning with virtual reality
Promoting international high‐school students' C hinese language learning achievements and perceptions
How video-viewing behaviours influence learning effectiveness in online video-based platform
The modality effect reverses in a virtual reality learning environment and influences cognitive load
A systematic review of immersive technologies for education
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management
Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome
Four-dimensional instructional design as a framework for immersive learning to advance inclusive education (SDG 4)
An empirical investigation of reasons influencing pre-service teachers acceptance and rejection of immersive virtual reality usage
Persuasive communication and spatial presence
Immersive Digital Technologies
Teachers' Continued VR Technology Usage Intention
Multimedia Learning
Cognitive Load Theory
Make It Stick
Learning science in immersive virtual reality.
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
The critical role of retrieval practice in long-term retention
Cognitive constraints on multimedia learning
The Influences of Emotion on Learning and Memory
Looking at pictures
Emotional design in multimedia learning
Aging and emotional memory
Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change
Emotional design in multimedia learning.
Test-Enhanced Learning
Heart Rate Variability as an Index of Regulated Emotional Responding
A structural equation modeling investigation of the emotional value of immersive virtual reality in education
A Literature Review on Immersive Virtual Reality in Education
Improving Students’ Learning With Effective Learning Techniques
Affective Arousal as Information
How Immersive Is Enough? A Meta-Analysis of the Effect of Immersive Technology on User Presence
Stress and Heart Rate Variability
Principles for Reducing Extraneous Processing in Multimedia Learning
Four Ways of Considering Emotion in Cognitive Load Theory
Are affective events richly recollected or simply familiar? The experience and process of recognizing feelings past.
Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments
Benefits of emotional design in multimedia instruction
An Overview of Heart Rate Variability Metrics and Norms
Cognitive Theory of Multimedia Learning
G*Power 3
Controlling the False Discovery Rate
Core affect and the psychological construction of emotion.
A systematic review of immersive virtual reality applications for higher education
A meta-analysis of virtual reality training programs for social skill development
Learning as a Generative Activity
Measuring Presence in Virtual Environments
| Unique citing works | 91 |
|---|---|
| Citations per year | 18,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 91 |