Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?

• Published in: Journal of computer assisted learning Vol. 39; no. 1; pp. 218 - 230
• Main Authors: Klingenberg, Sara, Fischer, Rachel, Zettler, Ingo, Makransky, Guido
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.02.2023; Wiley; Wiley Subscription Services, Inc
• Subjects: Classroom Environment; Computer Simulation; Computer Uses in Education; Design Requirements; Documentation; Effectiveness; Epistemology; Grade 7; Immersive learning; Immersive virtual reality; Instructional design; Instructional Effectiveness; Instructional Improvement; Investigations; Knowledge acquisition; Learning; Learning Strategies; Multimedia; Multimedia Instruction; secondary school children; Secondary School Students; Segmentation; segmentation principle; Segments; STEM Education; Students; summarization; Synthesis; Teaching Methods; Virtual reality
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12741

Introduction This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning. Methods To address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition). Results Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning. Conclusion The findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer. Lay Description What is currently known about the subject matter The use of immersive virtual reality (IVR) in classroom settings is increasing rapidly There are mixed results related to the efficiency of using IVR for learning facts and concepts Few studies have investigated if efficient instructional design guidelines generalize to IVR Few studies have investigated the efficiency of IVR within a children sample What their paper adds A class‐room investigation of the value of using different instructional design methods for designing IVR lessons within a children sample Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer Adding segmentation or summarization did not lead to more factual knowledge Implications of study findings for practitioners Choosing appropriate instructional methods for IVR lessons can foster transfer Students profit most from IVR lessons when they are given opportunities for refection during or following the immersive experience