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

Research output: Journal Article or Conference Article in JournalJournal articleResearchpeer-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
Original languageUndefined/Unknown
JournalEducational technology research and development
Pages (from-to)1-26
Number of pages26
DOIs
Publication statusPublished - 2022

Keywords

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

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