- currently inconclusive research on effects of VR simulations on learning
- shows positive results on student cognition and affect
- novel and exciting technology for students to use
- possible cognitive overload
- research is highly controlled, limited, and mostly based in stem
- most studies short term and one-time

Villanova University

Pande, P., Thit, A., Sørensen, A. E., Mojsoska, B., Moeller, M. E., & Jepsen, P. M. (2021). Long-term effectiveness of immersive VR simulations in undergraduate science learning: Lessons from a media-comparison study. Research in Learning Technology, 29, 24. doi:http://dx.doi.org.ezp1.villanova.edu/10.25304/rlt.v29.2482

Long-term effectiveness of immersive VR simulations in undergraduate science learning: Lessons from a media-comparison study

VR Simulations: Background

- How does student interaction with multiple iVR simulations on different topics in environmental biology affect their (1) learning of the content related to those topics, (2) intrinsic motivation, (3) self-efficacy, and (4) perceived learning, and enjoyment over time? (Cross-sectional/longitudinal patterns)
- How does the effect of iVR simulations on the above-mentioned learning outcomes compare with video-viewing (where students watch videos of the respective simulations)? (Media comparison)


VR Simulations: Research Questions

- 6 day study
- Undergraduate students
- Environmental Biology topics
- Measures of Knowledge Acquisition and Affect

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