How does web-based virtual reality affect learning: evidences from a quasi-experiment

Abstract

With the employment of web-based virtual reality (VR) technology in education, a central question for researchers and educators is how web-based VR affects learning. To address this question, the present study seeks to empirically explore the impacts of web-based VR features on learning. By drawing upon recent thinking in the VR mediated learning literature, the paper argues that different web-based VR features affect learning differently. Designing a quasi-experiment, 138 response records were obtained and partial least squares structural equation modeling (PLS-SEM) was applied. Results suggest that fidelity affects more on a learner's psychological experience than interaction, and usability mediates impacts of web-based VR features on learning experience. Learning experience affects perceived learning effectiveness significantly, but no effect on knowledge knowing degree, only learning motivation has marginal significant effect on test score.