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@article{2385998,
author = {Šikl, Radovan and Brücknerová, Karla and Švedová, Hana and Děchtěrenko, Filip and Ugwitz, Pavel and Chmelík, Jiří and Pokorná, Hana and Juřík, Vojtěch},
article_location = {Hoboken},
article_number = {4},
doi = {http://dx.doi.org/10.1111/jcal.12973},
keywords = {immediate recollection and knowledge retention; immersive virtual reality; inequities in education; media comparison research; secondary school},
language = {eng},
issn = {0266-4909},
journal = {Journal of Computer Assisted Learning},
title = {Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school},
url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12973},
volume = {40},
year = {2024}
}
TY - JOUR
ID - 2385998
AU - Šikl, Radovan - Brücknerová, Karla - Švedová, Hana - Děchtěrenko, Filip - Ugwitz, Pavel - Chmelík, Jiří - Pokorná, Hana - Juřík, Vojtěch
PY - 2024
TI - Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school
JF - Journal of Computer Assisted Learning
VL - 40
IS - 4
SP - 1591-1604
EP - 1591-1604
PB - Wiley
SN - 02664909
KW - immediate recollection and knowledge retention
KW - immersive virtual reality
KW - inequities in education
KW - media comparison research
KW - secondary school
UR - https://onlinelibrary.wiley.com/doi/10.1111/jcal.12973
N2 - IntroductionMedia 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.MethodsIn 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.ResultsThe 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.ConclusionThe 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.
ER -
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. \textit{Journal of Computer Assisted Learning}. Hoboken: Wiley, 2024, vol.~40, No~4, p.~1591-1604. ISSN~0266-4909. Available from: https://dx.doi.org/10.1111/jcal.12973.
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