Investigating the Effect of Immersive VR on Conceptual Knowledge and Procedural Knowledge Transfer

Abstract

Promoting knowledge transfer and developing students' complex problem-solving skills are important goals in today's education. The use of immersive virtual reality in teaching and learning has shown great potential to achieve this goal. This study used a quasi-experimental research method, with a video group as the control group, to investigate the effect of the immersive virtual reality learning environment on learners' conceptual and procedural knowledge transfer. The results found that learners in the immersive virtual reality learning environment scored significantly higher than those in the video group on the conceptual knowledge transfer and procedural knowledge transfer test. These results suggest that immersive virtual reality is more advantageous than video learning in facilitating knowledge transfer.