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
Original language | Undefined/Unknown |
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Journal | Educational technology research and development |
Pages (from-to) | 1-26 |
Number of pages | 26 |
DOIs | |
Publication status | Published - 2022 |
Keywords
- Virtual reality
- Self-explanation
- STEM education
- Generative learning strategies