ŠIKL, Radovan, Karla BRÜCKNEROVÁ, Hana ŠVEDOVÁ, Filip DĚCHTĚRENKO, Pavel UGWITZ, Jiří CHMELÍK, Hana POKORNÁ and 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. Available from: https://dx.doi.org/10.1111/jcal.12973.
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Basic information
Original name Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school
Authors ŠIKL, Radovan, Karla BRÜCKNEROVÁ, Hana ŠVEDOVÁ, Filip DĚCHTĚRENKO, Pavel UGWITZ, Jiří CHMELÍK, Hana POKORNÁ and Vojtěch JUŘÍK.
Edition Journal of Computer Assisted Learning, Wiley, 2024, 0266-4909.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50101 Psychology
Country of publisher United States of America
Confidentiality degree is not subject to a state or trade secret
WWW URL
Impact factor Impact factor: 5.000 in 2022
Organization unit Faculty of Science
Doi http://dx.doi.org/10.1111/jcal.12973
UT WoS 001185921400001
Keywords in English Immersive virtual reality; Inequities in education; Secondary school; Media comparison research; Immediate recollection and knowledge retention
Tags best1
Tags International impact, Reviewed
Changed by Changed by: Mgr. Marie Šípková, DiS., učo 437722. Changed: 10/4/2024 14:51.
Abstract
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.
Links
MUNI/A/1323/2022, interní kód MUName: Environmentální a socioekonomické změny v geografickém výzkumu
Investor: Masaryk University, Environmental and socio-economic change in geographical research
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