- Improvements in knowledge for both conditions directly after
- Drop in knowledge for video group at 2 month follow up
- Gain in affective outcomes expected for both groups after first intervention, drop after second intervention 
- Novelty effect expected for iVR group


VR Simulation: Expectations/Hypotheses

- Higher knowledge gain immediately after intervention for iVR group
- Better long-term retention of knowledge by iVR group at 2 month follow-up
- Increase in knowledge performance for both groups

VR Simulation: Knowledge Results

- Intrinsic motivation: High for both groups over time throughout the study, no difference in groups with slight increase throughout
- Self-efficacy: High for both groups, slight increase throughout
- Perceived learning: High for both groups at first, decreased over time for both groups
- Enjoyment: higher for iVR group with video group reporting boredom

VR Simulation: Affect Results

- iVR works just as well as video presentation of the topic and yields better long-term results
- provides an interesting and novel alternative to typical lectures
- drop in perceived learning may be due to more difficult post-tests
- might need a more interactive iVR with more user agency to spark interest and enjoyment

VR Simulation: Discussion

- 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)


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

- 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

VR Simulations: Background

VR Simulations: Research Questions

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

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