Impact of VR on Learning Experience compared to a Paper based Approach
Abstract Different learning theories encourage different kinds of learning approaches. Following constructivist theories, learning experiences should be realistic in order to facilitate learning. Virtual Reality (VR) serious games could be a realistic learning approach without the challenges of the real situation. The serious game InGo allows a user to learn the intralogistics process of receiving goods. In this work we explore whether learning in VR is more effective concerning learning success and learning experience than traditional learning approaches. No significant difference between the two approaches concerning learning success is found. However, other factors that have a long term effect on learning, such as intrinsic motivation, flow and mood, are significantly higher for the VR approach. Thus, our research fits with past research which indicated the high potential of VR based learnig and educational games. This work encourages future research to compare VR based and traditional learning approaches in the long term.
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Dużmańska, N., Strojny, P., & Strojny, A., 2018. Can simulator sickness be avoided? A review on temporal aspects of simulator sickness. Frontiers in psychology, 9, 2132. https://doi.org/10.3389/fpsyg.2018.02132
Fathema, N. & Akanda, M. H., 2020. Effects of instructors’ academic disciplines and prior experience with learning management systems: A study about the use of Canvas. Australasian Journal of Educational Technology, 36(4), 113–125. https://doi.org/10.14742/ajet.5660
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Georgiou, Y. & Kyza, E. A., 2017. The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human- Computer Studies, 98, 24–37. https://doi.org/10.1016/j.ijhcs.2016.09.014
Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C., 2017. A review of the motivation theories in learning. In AIP Conference Proceedings, 1891, p. 020043. AIP Publishing LLC. https://doi.org/10.1063/1.5005376
Grassini, S. & Laumann, K., 2021. Immersive Visual Technologies and Human Health. In European Conference on Cognitive Ergonomics 2021, ECCE 2021. Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3452853.3452856
Hayes, A. F., 2014. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression- Based Approach. New York, NY: The Guilford Press. Journal of Educational Measurement, 51(3), 335–337. https://doi.org/10.1111/jedm.12050
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Johnson, D. M., 2005. Introduction to and Review of Simulator Sickness Research. Fort Rucker,. AL: United States Army Research Institute. https://doi.org/10.1037/e456932006-001
Kannegieser, E., Atorf, D., & Matrai, R., 2020. Improving Emotion Detection for Flow Measurement with a High Frame Rate Video based Approach. In CSEDU. https://doi.org/10.5220/0009795004900498
Kardes, F., Kim, J., & Lim, J.-S., 1994. Moderating effects of prior knowledge on the perceived diagnosticity of beliefs derived from implicit versus explicit product claims. Journal of Business Research, 29, 219–224. https://doi.org/10.1016/0148-2963(94)90006-X
Kennedy, G., Coffrin, C., De Barba, P., & Corrin, L., 2015. Predicting success: how learners’ prior knowledge, skills and activities predict MOOC performance. In Proceedings of the fifth international conference on learning analytics and knowledge, pp. 136–140. https://doi.org/10.1145/2723576.2723593
Kiili, K., De Freitas, S., Arnab, S., & Lainema, T., 2012. The design principles for flow experience in educational games. Procedia Computer Science, 15, 78–91. https://doi.org/10.1016/j.procs.2012.10.060
Kirschner, P. A., 2002. Cognitive load theory: Implications of cognitive load theory on the design of learning.
Korbach, A., Brünken, R., and Park, B., 2017. Measurement of cognitive load in multimedia learning: a comparison of different objective measures. Instructional Science, 45, 515–536. https://doi.org/10.1007/s11251-017-9413-5
Lamb, R. L., 2016. Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games. Journal of Science Education and Technology, 25(1), 1–15. https://doi.org/10.1007/s10956-015-9587-z
Lave, J., 1988. Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press. https://doi.org/10.1017/CBO9780511609268
Le, D. T., Sutjipto, S., Lai, Y., and Paul, G., 2020. Intuitive virtual reality based control of a real-world mobile manipulator. In 2020 16th International Conference on Control, Automation, Robotics and Vision (ICARCV), pp. 767–772. IEEE. https://doi.org/10.1109/ICARCV50220.2020.9305517
Ledermüller, K. & Fallmann, I., 2017. Predicting learning success in online learning environments: Self- regulated learning, prior knowledge and repetition. Zeitschrift für Hochschulentwicklung, 12(1). 79–99. https://doi.org/10.3217/zfhe-12-01/05
Lee, E. A.-L. & Wong, K. W., 2014. Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49–58. https://doi.org/10.1016/j.compedu.2014.07.010
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