Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?

Liisalotte Elme, Maria LM Jørgensen, Gert Dandanell, Aske Mottelson, Guido Makransky

    Publikation: Artikel i tidsskrift og konference artikel i tidsskriftTidsskriftartikelForskningpeer review

    Abstract

    The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min
    OriginalsprogUdefineret/Ukendt
    TidsskriftEducational technology research and development
    Sider (fra-til)1-26
    Antal sider26
    DOI
    StatusUdgivet - 2022

    Emneord

    • Virtual reality
    • Self-explanation
    • STEM education
    • Generative learning strategies

    Citationsformater