Engaging university students in a library guide through wearable spherical video-based virtual reality: effects on situational interest and cognitive load

• Published in: Interactive learning environments Vol. 29; no. 8; pp. 1272 - 1287
• Main Authors: Lin, Hota Chia-Sheng, Yu, Shih-Jou, Sun, Jerry Chih-Yuan, Jong, Morris Siu Yung
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.11.2021; Taylor & Francis Ltd
• Subjects: Academic Libraries; Assistive Technology; Cognitive Ability; Cognitive load; Cognitive Processes; College Students; Colleges & universities; Computer Simulation; Difficulty Level; Educational Technology; Interest Inventories; Learning; Learning Motivation; Libraries; library guide; Library Instruction; Metacognition; Prior Learning; Situated Learning; situational interest; Spherical video-based virtual reality; Student Interests; Student Motivation; Students; Transformative Learning; University students; Video Technology; Virtual reality; wearable device; Wearable technology
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2019.1624579

This study aimed to investigate differences in students' situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of "Novelty" and "Challenge" (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students' way of learning, improving traditional learning, and enhancing students' understanding of content and learning motivation.