Implementing Pretraining to Optimise Learning in Immersive Virtual Reality

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-12-23 DOI:10.1111/jcal.13099

Cynthia Y. Delgado, Richard E. Mayer

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Abstract

Background

In recent years, immersive virtual reality in education has garnered attention, however, there have been mixed findings on the efficacy of IVR in education. Thus, exploring which strategies are effective in transferring learning from IVR to real-world applications is imperative.

Objective

This study aims to investigate the efficacy of the pretraining principle for acquiring procedural knowledge and skills in an IVR setting that will transfer to real-world environments.

Methods

Ninety-three participants were randomly assigned to either a pretraining or no-pretraining group. The pretraining group watched a video before the IVR lesson, providing the names and characteristics of the physical objects and actions of a micropipette, while the no-pretraining group did not receive this video. During the IVR lesson, participants completed a training phase, followed by a four-step serial dilution test. Afterwards, all participants completed a modified serial dilution test in a real-life setting, along with a knowledge test and assessment on cognitive load, presence, self-efficacy and demographic information.

Results and Conclusions

Analyses demonstrated the pretraining group scored significantly higher on the knowledge test and committed fewer errors in the real-life serial dilution task compared to the no-pretraining group. The pretraining group also reported lower cognitive load, with no observable differences in presence, self-efficacy ratings or errors during the virtual serial dilution task between groups. Theoretical and practical implications are discussed.

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在沉浸式虚拟现实中实现预训练以优化学习

近年来，沉浸式虚拟现实教育引起了人们的关注，然而，关于IVR在教育中的有效性的研究结果却褒贬不一。因此，探索哪些策略可以有效地将学习从IVR转移到现实世界的应用程序是势在必行的。目的本研究旨在探讨预训练原则在IVR环境中获取程序性知识和技能的有效性，这些知识和技能将转移到现实环境中。方法93名受试者随机分为预训练组和未预训练组。预培训组在IVR课程之前观看了一段视频，提供了微移液器的物理对象的名称和特征以及动作，而未进行预培训组没有收到该视频。在IVR课程中，参与者完成了一个培训阶段，随后进行了四步连续稀释测试。之后，所有参与者在现实环境中完成了一个改进的系列稀释测试，以及认知负荷、存在感、自我效能感和人口统计信息的知识测试和评估。结果与结论分析表明，与未进行预训练的组相比，预训练组在知识测试中的得分显著提高，在现实生活中的系列稀释任务中犯的错误也更少。预训练组也报告了较低的认知负荷，在虚拟系列稀释任务中，两组之间在存在感、自我效能评级或错误方面没有可观察到的差异。讨论了理论和实践意义。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope