Abstract:
Immersive virtual reality (IVR) technology influences students’ cognitive processes and affective experience, according to previous research findings. Yet, empirical stud...Show MoreMetadata
Abstract:
Immersive virtual reality (IVR) technology influences students’ cognitive processes and affective experience, according to previous research findings. Yet, empirical studies that investigate the impact of IVR on science education in secondary schools are limited. This article reports a pilot study that has two objectives: First, to investigate whether learning science with IVR leads to more positive learning outcomes than that with a traditional video-viewing activity; and second, to investigate whether corrective feedback produces more positive learning outcomes than explanatory feedback in IVR-mediated contexts. A randomized, controlled pilot trial was designed during a school year at a secondary school in western China. Forty-seven participatory students were randomly assigned to a control group (learning with instructional videos, n = 17), an intervention group 1 (learning with IVR with corrective feedback, n = 15), and an intervention group 2 (learning with IVR with explanatory feedback, n = 15). We evaluated an array of student learning-related outcomes, including extraneous and germane cognitive loads, intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement. The results revealed a significant difference in intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement, but an insignificant difference in extraneous and germane cognitive loads when students learned with video and IVR. In terms of the type of feedback provided in IVR-mediated environments, students who were prompted with corrective feedback and explanatory feedback showed little difference in their learning outcomes. The reasons related to the findings and limitations are discussed.
Published in: IEEE Transactions on Learning Technologies ( Volume: 16, Issue: 6, December 2023)
Funding Agency:

Faculty of Education, Southwest University, Chongqing, China
Tao Xie was born in Bazhong, China, in 1983. He received the B.S. and M.S. degrees in educational technology from Southwest University, Chongqing, China, in 2007 and 2010, respectively, and the Ph.D. degree in computer science from Xi'an Jiaotong University, Xi'an, China, in 2014.
He is currently an Associate Professor with the Faculty of Education, Southwest University. His research interests include mobile learning, educ...Show More
Tao Xie was born in Bazhong, China, in 1983. He received the B.S. and M.S. degrees in educational technology from Southwest University, Chongqing, China, in 2007 and 2010, respectively, and the Ph.D. degree in computer science from Xi'an Jiaotong University, Xi'an, China, in 2014.
He is currently an Associate Professor with the Faculty of Education, Southwest University. His research interests include mobile learning, educ...View more

Faculty of Education, Southwest University, Chongqing, China
Yan Li was born in Guiyang, China, in 2001. She is currently working toward the B.S. degree in educational technology at Southwest University, Chongqing, China.
Her research interests include virtual-reality-based learning and learning analytic.
Yan Li was born in Guiyang, China, in 2001. She is currently working toward the B.S. degree in educational technology at Southwest University, Chongqing, China.
Her research interests include virtual-reality-based learning and learning analytic.View more

Faculty of Education, Southwest University, Chongqing, China
Ying Tang received the B.A. degree in english language and literature from the University of International Relations, Beijing, China, in 2011, the M.Ed. degree in english language learners from Vanderbilt University, Nashville, TN, USA, in 2013, and the Ph.D. degree in information and technology studies from the University of Hong Kong, Hong Kong, China, in 2019.
She was a Postdoctoral Researcher at Indiana University, Blo...Show More
Ying Tang received the B.A. degree in english language and literature from the University of International Relations, Beijing, China, in 2011, the M.Ed. degree in english language learners from Vanderbilt University, Nashville, TN, USA, in 2013, and the Ph.D. degree in information and technology studies from the University of Hong Kong, Hong Kong, China, in 2019.
She was a Postdoctoral Researcher at Indiana University, Blo...View more

Faculty of Education, Southwest University, Chongqing, China
Tao Xie was born in Bazhong, China, in 1983. He received the B.S. and M.S. degrees in educational technology from Southwest University, Chongqing, China, in 2007 and 2010, respectively, and the Ph.D. degree in computer science from Xi'an Jiaotong University, Xi'an, China, in 2014.
He is currently an Associate Professor with the Faculty of Education, Southwest University. His research interests include mobile learning, educational data mining, and virtual-reality-based learning.
Tao Xie was born in Bazhong, China, in 1983. He received the B.S. and M.S. degrees in educational technology from Southwest University, Chongqing, China, in 2007 and 2010, respectively, and the Ph.D. degree in computer science from Xi'an Jiaotong University, Xi'an, China, in 2014.
He is currently an Associate Professor with the Faculty of Education, Southwest University. His research interests include mobile learning, educational data mining, and virtual-reality-based learning.View more

Faculty of Education, Southwest University, Chongqing, China
Yan Li was born in Guiyang, China, in 2001. She is currently working toward the B.S. degree in educational technology at Southwest University, Chongqing, China.
Her research interests include virtual-reality-based learning and learning analytic.
Yan Li was born in Guiyang, China, in 2001. She is currently working toward the B.S. degree in educational technology at Southwest University, Chongqing, China.
Her research interests include virtual-reality-based learning and learning analytic.View more

Faculty of Education, Southwest University, Chongqing, China
Ying Tang received the B.A. degree in english language and literature from the University of International Relations, Beijing, China, in 2011, the M.Ed. degree in english language learners from Vanderbilt University, Nashville, TN, USA, in 2013, and the Ph.D. degree in information and technology studies from the University of Hong Kong, Hong Kong, China, in 2019.
She was a Postdoctoral Researcher at Indiana University, Bloomington, IN, USA. She is currently an Associate Professor of Educational Technology with the Faculty of Education, Southwest University, Chongqing, China. Her research interests include student learning in technology-mediated environment, instructional design, and computer-mediated communication.
Ying Tang received the B.A. degree in english language and literature from the University of International Relations, Beijing, China, in 2011, the M.Ed. degree in english language learners from Vanderbilt University, Nashville, TN, USA, in 2013, and the Ph.D. degree in information and technology studies from the University of Hong Kong, Hong Kong, China, in 2019.
She was a Postdoctoral Researcher at Indiana University, Bloomington, IN, USA. She is currently an Associate Professor of Educational Technology with the Faculty of Education, Southwest University, Chongqing, China. Her research interests include student learning in technology-mediated environment, instructional design, and computer-mediated communication.View more