Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school Article Swipe
Radovan Šikl
,
Karla Brücknerová
,
Hana Švédová
,
Filip Děchtěrenko
,
Pavel Ugwitz
,
Jiří Chmelík
,
Hana Svatoňová
,
Vojtěch Juřík
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.31234/osf.io/74puz
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.31234/osf.io/74puz
Introduction: Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to traditional educational settings unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of learner characteristics and broader educational context. Methods: In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi-year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and one month after the lesson to measure knowledge application. Results: The impact of the learning environment (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning environment.Conclusion: The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.
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Metadata
- Type
- preprint
- Language
- en
- Landing Page
- https://doi.org/10.31234/osf.io/74puz
- https://psyarxiv.com/74puz/download
- OA Status
- gold
- References
- 61
- Related Works
- 10
- OpenAlex ID
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4376504943Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.31234/osf.io/74puzDigital Object Identifier
- Title
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Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of schoolWork title
- Type
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preprintOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
- Publication date
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2023-05-12Full publication date if available
- Authors
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Radovan Šikl, Karla Brücknerová, Hana Švédová, Filip Děchtěrenko, Pavel Ugwitz, Jiří Chmelík, Hana Svatoňová, Vojtěch JuříkList of authors in order
- Landing page
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https://doi.org/10.31234/osf.io/74puzPublisher landing page
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https://psyarxiv.com/74puz/downloadDirect link to full text PDF
- Open access
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://psyarxiv.com/74puz/downloadDirect OA link when available
- Concepts
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Virtual reality, Context (archaeology), Mathematics education, Instructional simulation, Test (biology), Learning environment, Computer science, Psychology, Multimedia, Educational technology, Human–computer interaction, Biology, PaleontologyTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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61Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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