Virtual Reality Instruction Followed by Enactment Can Increase Procedural Knowledge in a Science Lesson
作者： Niels Koch Andreasen , Sarune Baceviciute , Prajakt Pande , Guido Makransky
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摘要: A 2×2 between-subjects experiment (a) investigated and compared the instructional effectiveness of immersive virtual reality (VR) versus video as media for teaching scientific procedural knowledge, (b) examined efficacy enactment a generative learning strategy in combination with respective media. total 117 high school students (74 females) were randomly distributed across four groups — VR enactment, only VR, video. Outcome measures included declarative knowledge transfer, subjective ratings perceived enjoyment. Results indicated that there no main effects or interactions outcomes transfer. However, was significant interaction between method outcome group having highest performance. Furthermore, also seemed to have effect on student enjoyment, indicating enjoyed simulation significantly more than The results deepen our understanding how we learn technology, well suggest important implications implementing schools.
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