ŠIKL, Radovan, Karla BRÜCKNEROVÁ, Hana ŠVEDOVÁ, Filip DĚCHTĚRENKO, Pavel UGWITZ, Jiří CHMELÍK, Hana POKORNÁ a Vojtěch JUŘÍK. Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school. Journal of Computer Assisted Learning. Wiley, 2024. ISSN 0266-4909. Dostupné z: https://dx.doi.org/10.1111/jcal.12973.
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Základní údaje
Originální název Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school
Autoři ŠIKL, Radovan, Karla BRÜCKNEROVÁ, Hana ŠVEDOVÁ, Filip DĚCHTĚRENKO, Pavel UGWITZ, Jiří CHMELÍK, Hana POKORNÁ a Vojtěch JUŘÍK.
Vydání Journal of Computer Assisted Learning, Wiley, 2024, 0266-4909.
Další údaje
Originální jazyk angličtina
Typ výsledku Článek v odborném periodiku
Obor 50101 Psychology
Stát vydavatele Spojené státy
Utajení není předmětem státního či obchodního tajemství
WWW URL
Impakt faktor Impact factor: 5.000 v roce 2022
Organizační jednotka Přírodovědecká fakulta
Doi http://dx.doi.org/10.1111/jcal.12973
UT WoS 001185921400001
Klíčová slova anglicky Immersive virtual reality; Inequities in education; Secondary school; Media comparison research; Immediate recollection and knowledge retention
Štítky best1
Příznaky Mezinárodní význam, Recenzováno
Změnil Změnila: Mgr. Marie Šípková, DiS., učo 437722. Změněno: 10. 4. 2024 14:51.
Anotace
Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context. In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi-year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application. The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi-year gymnasium students consistently outperformed comprehensive school students in the pre-test and demonstrated greater learning gains, regardless of the learning media. The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.
Návaznosti
MUNI/A/1323/2022, interní kód MUNázev: Environmentální a socioekonomické změny v geografickém výzkumu
Investor: Masarykova univerzita, Environmentální a socioekonomické změny v geografickém výzkumu
VytisknoutZobrazeno: 25. 6. 2024 08:31