A study of how immersion and interactivity drive VR learning

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

A study of how immersion and interactivity drive VR learning. / Petersen, Gustav Bøg Lassen; Petkakis, Giorgos ; Makransky, Guido.

In: Computers & Education, Vol. 179, 104429, 04.2022.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Petersen, GBL, Petkakis, G & Makransky, G 2022, 'A study of how immersion and interactivity drive VR learning', Computers & Education, vol. 179, 104429. https://doi.org/10.1016/j.compedu.2021.104429

APA

Petersen, G. B. L., Petkakis, G., & Makransky, G. (2022). A study of how immersion and interactivity drive VR learning. Computers & Education, 179, [104429]. https://doi.org/10.1016/j.compedu.2021.104429

Vancouver

Petersen GBL, Petkakis G, Makransky G. A study of how immersion and interactivity drive VR learning. Computers & Education. 2022 Apr;179. 104429. https://doi.org/10.1016/j.compedu.2021.104429

Author

Petersen, Gustav Bøg Lassen ; Petkakis, Giorgos ; Makransky, Guido. / A study of how immersion and interactivity drive VR learning. In: Computers & Education. 2022 ; Vol. 179.

Bibtex

@article{f2bf258845974a52b82a6277a78ad29f,
title = "A study of how immersion and interactivity drive VR learning",
abstract = "Even though learning refers to both a process and a product, the former tends to be overlooked in educational virtual reality (VR) research. This study examines the process of learning with VR technology using the Cognitive Affective Model of Immersive Learning (CAMIL) as its framework. The CAMIL theorizes that two technological features of VR, interactivity and immersion, influence a number of cognitive and affective variables that may facilitate or hinder learning. In addition, VR studies often involve media comparisons that make it difficult to disentangle the relative effects of technological features on learning. Therefore, this study also aims to provide insights concerning the unique and combined effects of interactivity and immersion on the cognitive and affective variables specified by CAMIL. We employed a 2 × 2 between-subjects design (N = 153) and manipulated the degree of interactivity and immersion during a virtual lesson on the topic of viral diseases. Analyses of variance (ANOVAs) were used to examine the effects of interactivity and immersion on our variables of interest, and structural equation modeling (SEM) was used to assess the process of learning as predicted by the CAMIL. The results indicated that the process of learning involves situational interest and embodied learning. Main effects of interactivity and/or immersion on cognitive load, situational interest, and physical presence are also reported in addition to interaction effects between immersion and interactivity on agency and embodied learning. The findings provide evidence for the CAMIL and suggest important additions to the model. These findings can be used to provide a better understanding of the process of learning in immersive VR and guide future immersive learning research.",
keywords = "Faculty of Social Sciences, virtual reality, media in education, simulations, adult learning, online learning",
author = "Petersen, {Gustav B{\o}g Lassen} and Giorgos Petkakis and Guido Makransky",
year = "2022",
month = apr,
doi = "10.1016/j.compedu.2021.104429",
language = "English",
volume = "179",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - A study of how immersion and interactivity drive VR learning

AU - Petersen, Gustav Bøg Lassen

AU - Petkakis, Giorgos

AU - Makransky, Guido

PY - 2022/4

Y1 - 2022/4

N2 - Even though learning refers to both a process and a product, the former tends to be overlooked in educational virtual reality (VR) research. This study examines the process of learning with VR technology using the Cognitive Affective Model of Immersive Learning (CAMIL) as its framework. The CAMIL theorizes that two technological features of VR, interactivity and immersion, influence a number of cognitive and affective variables that may facilitate or hinder learning. In addition, VR studies often involve media comparisons that make it difficult to disentangle the relative effects of technological features on learning. Therefore, this study also aims to provide insights concerning the unique and combined effects of interactivity and immersion on the cognitive and affective variables specified by CAMIL. We employed a 2 × 2 between-subjects design (N = 153) and manipulated the degree of interactivity and immersion during a virtual lesson on the topic of viral diseases. Analyses of variance (ANOVAs) were used to examine the effects of interactivity and immersion on our variables of interest, and structural equation modeling (SEM) was used to assess the process of learning as predicted by the CAMIL. The results indicated that the process of learning involves situational interest and embodied learning. Main effects of interactivity and/or immersion on cognitive load, situational interest, and physical presence are also reported in addition to interaction effects between immersion and interactivity on agency and embodied learning. The findings provide evidence for the CAMIL and suggest important additions to the model. These findings can be used to provide a better understanding of the process of learning in immersive VR and guide future immersive learning research.

AB - Even though learning refers to both a process and a product, the former tends to be overlooked in educational virtual reality (VR) research. This study examines the process of learning with VR technology using the Cognitive Affective Model of Immersive Learning (CAMIL) as its framework. The CAMIL theorizes that two technological features of VR, interactivity and immersion, influence a number of cognitive and affective variables that may facilitate or hinder learning. In addition, VR studies often involve media comparisons that make it difficult to disentangle the relative effects of technological features on learning. Therefore, this study also aims to provide insights concerning the unique and combined effects of interactivity and immersion on the cognitive and affective variables specified by CAMIL. We employed a 2 × 2 between-subjects design (N = 153) and manipulated the degree of interactivity and immersion during a virtual lesson on the topic of viral diseases. Analyses of variance (ANOVAs) were used to examine the effects of interactivity and immersion on our variables of interest, and structural equation modeling (SEM) was used to assess the process of learning as predicted by the CAMIL. The results indicated that the process of learning involves situational interest and embodied learning. Main effects of interactivity and/or immersion on cognitive load, situational interest, and physical presence are also reported in addition to interaction effects between immersion and interactivity on agency and embodied learning. The findings provide evidence for the CAMIL and suggest important additions to the model. These findings can be used to provide a better understanding of the process of learning in immersive VR and guide future immersive learning research.

KW - Faculty of Social Sciences

KW - virtual reality

KW - media in education

KW - simulations

KW - adult learning

KW - online learning

U2 - 10.1016/j.compedu.2021.104429

DO - 10.1016/j.compedu.2021.104429

M3 - Journal article

VL - 179

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

M1 - 104429

ER -

ID: 289159245