British Journal of Educational Technology最新文献

{"title":"Towards prescriptive analytics of self-regulated learning strategies: A reinforcement learning approach","authors":"Ikenna Osakwe, Guanliang Chen, Yizhou Fan, Mladen Rakovic, Shaveen Singh, Lyn Lim, Joep van der Graaf, Johanna Moore, Inge Molenaar, Maria Bannert, Alex Whitelock-Wainwright, Dragan Gašević","doi":"10.1111/bjet.13429","DOIUrl":"10.1111/bjet.13429","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self-regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real-time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose-built OLE to develop a long short-term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub-optimal SRL strategy in real-time and enable individualised SRL focused scaffolding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Learners often fail to adequately adapt their behavior to the self-regulatory demands of e-Learning environments.</li>\u0000 \u0000 <li>In order to promote effective Self-regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use.</li>\u0000 \u0000 <li>Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real-time analysis or support of a learner's SRL behavior.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1747-1771"},"PeriodicalIF":6.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and implementation of an AI-enabled visual report tool as formative assessment to promote learning achievement and self-regulated learning: An experimental study","authors":"Xiaofang Liao, Xuedi Zhang, Zhifeng Wang, Heng Luo","doi":"10.1111/bjet.13424","DOIUrl":"10.1111/bjet.13424","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI-enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth-grade biology course were assigned to a treatment group (<i>n</i> = 63) receiving AI-enabled visual reports as the intervention and a control group (<i>n</i> = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within-subjects design and the between-subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired-sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's <i>d</i> = 0.203, <i>p</i> = 0.046) and self-efficacy (Cohen's <i>d</i> = 1.793, <i>p</i> = 0.000) over time. Moreover, we conducted a series of non-parametric tests to compare the effects of AI-enabled visual reports and teacher feedback, but found no significant differences except for an increased self-efficacy (Cohen's <i>d</i> = 0.312, <i>p</i> = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI-enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Formative assessment is essential for improving teaching and learning.</li>\u0000 \u0000 <li>Traditional formative assessment tools lack accurate data-oriented assessment and usability.</li>\u0000 \u0000 <li>AI and visualization techniques have great potential for formative assessment.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study designs and implements an AI-enabled visual report tool that generates data-driven, user-friendly reports.</li>\u0000 \u0000 <li>The AI-enabled visual report can not only enhance students' learning achievement and self-regulated learning over time but also increase their test anxiety.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1253-1276"},"PeriodicalIF":6.6,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uncovering the predictive effect of behaviours on self-directed learning ability","authors":"Bowen Liu,&nbsp;Yonghe Wu,&nbsp;Hang Shu,&nbsp;Yongpeng Cui,&nbsp;Can Zuo,&nbsp;Wenhao Li","doi":"10.1111/bjet.13427","DOIUrl":"10.1111/bjet.13427","url":null,"abstract":"<p>Self-direction has become an important skill in the 21st century. To cultivate learners with a high level of self-direction, it is necessary to diagnose their self-directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self-directed 3D design class lasting 90 minutes. A total of 193 middle school students participated in the study. The results of the Pearson correlation analysis (<i>p</i> &lt; 0.001) showed that the reported perception of SDL ability was significantly correlated with SDL behaviours. The results of the hierarchical multiple linear regression analysis showed that the SDL behaviours explained 84.9% of the variance in SDL ability (adjusted <i>R</i>² = 0.849, <i>p</i> &lt; 0.001). Therefore, SDL behaviours had significant predictive effects on the reported perception of SDL ability. Moreover, based on the random forest algorithm, the study built an SDL ability prediction model with high performance (accuracy = 0.83, precision = 0.82, recall = 0.84) using SDL behaviours as features. The study provides evidence for the design of effective strategies to enhance SDL ability and promote SDL behaviours.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1231-1252"},"PeriodicalIF":6.6,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigation of the moderation effect of gender and study level on the acceptance and use of generative AI by higher education students: Comparative evidence from Poland and Egypt","authors":"Artur Strzelecki,&nbsp;Sara ElArabawy","doi":"10.1111/bjet.13425","DOIUrl":"10.1111/bjet.13425","url":null,"abstract":"<p>This study delves into the implications of incorporating AI tools, specifically ChatGPT, in higher education contexts. With a primary focus on understanding the acceptance and utilization of ChatGPT among university students, the research utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) as the guiding framework. The investigation probes into four crucial constructs of UTAUT—performance expectancy, effort expectancy, social influence and facilitating conditions—to understand their impact on the intent and actual use behaviour of students. The study relies on data collected from six universities in two countries and assessed through descriptive statistics and structural equation modelling techniques, and also takes into account participants' gender and study level. The key findings show that performance expectancy, effort expectancy, and social influence significantly influence behavioural intention. Furthermore, behavioural intention, when considered alongside facilitating conditions, influences actual use behaviour. This research also explores the moderating impact of gender and study level on the relationships among these variables. The results not only augment our comprehension of technology acceptance in the context of AI tools but also provide valuable input for formulating strategies that promote effective incorporation of ChatGPT in higher education. The study underscores the need for effective awareness initiatives, bespoke training programmes, and intuitive tool designs to bolster students' perceptions and foster the wider adoption of AI tools in education.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1209-1230"},"PeriodicalIF":6.6,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BJET Editorial 2024: A call for research rigour","authors":"Sara Hennessy,&nbsp;Mutlu Cukurova,&nbsp;Cathy Lewin,&nbsp;Manolis Mavrikis,&nbsp;Louis Major","doi":"10.1111/bjet.13426","DOIUrl":"10.1111/bjet.13426","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 1","pages":"5-9"},"PeriodicalIF":6.6,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does drawing influence the effectiveness of oral self-explanation versus instructional explanation in video learning?","authors":"Yi Zhang,&nbsp;Caixia Liu,&nbsp;Yana Xing,&nbsp;Zhongling Pi,&nbsp;Jiumin Yang","doi":"10.1111/bjet.13423","DOIUrl":"10.1111/bjet.13423","url":null,"abstract":"<p>This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4-min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self-explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self-explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self-explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self-explanations, they should also be prompted to draw to bolster their self-explanation efforts.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1189-1208"},"PeriodicalIF":6.6,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139035094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to train students to engage in text-picture integration for multimedia lessons","authors":"Xiaoxue Leng,&nbsp;Fuxing Wang,&nbsp;Richard E. Mayer,&nbsp;Tingting Zhao","doi":"10.1111/bjet.13419","DOIUrl":"10.1111/bjet.13419","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study investigated the effectiveness of visual training or verbal training on how to use a text-picture processing strategy for learning from computer-based multimedia instructional material. Sixty-nine university students were randomly assigned to the verbal training group (students received text-based instruction for a text-picture processing strategy), the visual training group (students observed a video depicting an expert's eye fixations while using a text-picture processing strategy for an initial portion of a multimedia lesson) or the control group (students did not receive any instruction). During reading a multimedia lesson on biology, students' eye movements were tracked; and after the lesson, students took a posttest. Concerning learning outcomes, both visual and verbal training helped students perform better than the control group on a recall test and the verbal training group perform better on a transfer test. Concerning learning processes, both visual and verbal training caused students to attend less to on-screen text and more to on-screen pictures as compared to the control group. Mediation analysis showed that increased attention to pictures was a mediator for better learning outcomes. Practical and theoretical implications are discussed.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Pre-training on key concepts or terms improves learning, but little is known whether and how pre-training on strategy acquisition supports learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Mayer's multimedia principle suggests people learn better from illustrated text than from text alone; however, learners sometimes fail to integrate text and picture.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Pre-training on text-picture processing strategy is effective.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Verbal and visual training foster text-picture processing strategy acquisition.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Verbal training improves both recall and transfer test performance, and visual training improves only recall test performance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Verbal training is better in improving outcomes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Fixation time on pictures mediates the effects of training on learning outcomes.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Pre-training should be used to support l","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1167-1188"},"PeriodicalIF":6.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on the patterns of the organic growth knowledge production based on a dual perspective of content and behaviour","authors":"Yaqian Xu,&nbsp;Yang Yang","doi":"10.1111/bjet.13418","DOIUrl":"10.1111/bjet.13418","url":null,"abstract":"<p>A new mode of knowledge production, known as the ‘organic growth pattern’, has emerged within the online learning environment. It exhibits several unique features, such as iterative growth, fuelled by collective intelligence, fuzzy complexity, etc. It is more valuable and adaptable to support knowledge innovation within rapidly changing fields. To reveal its new evolutional production pattern and the interaction mechanism of different generative topics, We take a dual perspective of content and behaviour into consideration. A total of 1855 interactive data points were collected from a connectivist massive open online course. The study employed methods, such as latent Dirichlet allocation, content analysis and lag sequential analysis. Results showed that (1) the paths of knowledge innovation were complex and diverse. The process typically began with an ill-structured question and was driven by collective contribution and cognitive conflict. (2) Knowledge production involved interactive evolution and collaborative growth of multiple generative topics. (3) The four stages of knowledge production were cyclic, with sense-making acting as a bridge between way-finding and innovation. Several implications of the findings are recommended to enhance the quality of knowledge growth, such as designing ill-structured questions, providing discussion activities from easy to difficult, introducing relevant topics, taking advantage of various platforms and mobilizing learners' or participants' quality attention-related behaviours.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1145-1166"},"PeriodicalIF":6.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138820297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serious game the Emotion Detectives helps to improve social–emotional skills of children with neurodevelopmental disorders","authors":"Joanna Löytömäki,&nbsp;Pasi Ohtonen,&nbsp;Kerttu Huttunen","doi":"10.1111/bjet.13420","DOIUrl":"10.1111/bjet.13420","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (&lt;i&gt;n&lt;/i&gt; = 30) and control groups (&lt;i&gt;n&lt;/i&gt; = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (&lt;i&gt;n&lt;/i&gt; = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one-month follow-up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Children with neurodevelopmental disorders often exhibit various social–emotional symptoms.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;There are mixed results on the efficacy of game-based interventions targeted at improving social–emotional skills.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The Emotion Detectives game used in this study offers a well-designed learning environment that provides adaptive learning and feedback systems.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The participating children's social–emotional skills were assessed with versatile methods and via triangulation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"1126-1144"},"PeriodicalIF":6.6,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138744084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed-method study","authors":"Regina Kaplan-Rakowski,&nbsp;Deborah Cockerham,&nbsp;Richard E. Ferdig","doi":"10.1111/bjet.13417","DOIUrl":"10.1111/bjet.13417","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (&lt;i&gt;N&lt;/i&gt; = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;VR can support an immersive and engaging experience for users.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;VR is more immersive than tablets.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;When designed effectively, sound can increase immersion and engagement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;When integrated into the visual environment, sound can add authenticity to the learning content.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;VR can complement museum exhibits as it allows museum visitors to extend their learning experiences.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;VR enriched with sound can significantly and positively impact sense of presence.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;VR with and without sound can support learning and ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1560-1582"},"PeriodicalIF":6.6,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}