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

doi:10.1007/s11423-022-10139-3

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

University of Copenhagen

Research output: Journal Article or Conference Article in Journal › Journal article › Research › peer-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 language	Undefined/Unknown
Journal	Educational technology research and development
Pages (from-to)	1-26
Number of pages	26
DOIs	https://doi.org/10.1007/s11423-022-10139-3
Publication status	Published - 2022

Keywords

Virtual reality
Self-explanation
STEM education
Generative learning strategies

Access to Document

10.1007/s11423-022-10139-3Licence: Unspecified

Cite this

@article{40c3b42bb25847ce92a6263a0b553dfe,

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

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",

keywords = "Virtual reality, Self-explanation, STEM education, Generative learning strategies, Virtual reality, Self-explanation, STEM education, Generative learning strategies",

author = "Liisalotte Elme and J{\o}rgensen, \{Maria LM\} and Gert Dandanell and Aske Mottelson and Guido Makransky",

year = "2022",

doi = "10.1007/s11423-022-10139-3",

language = "Udefineret/Ukendt",

pages = "1--26",

journal = "Educational technology research and development",

issn = "1556-6501",

publisher = "Springer",

}

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes? / Elme, Liisalotte; Jørgensen, Maria LM; Dandanell, Gert et al.
In: Educational technology research and development, 2022, p. 1-26.

Research output: Journal Article or Conference Article in Journal › Journal article › Research › peer-review