Cognitive and motivational benefits of a theory-based immersive virtual reality design in science learning

Abstract

This study investigated the effects of an immersive virtual reality (IVR) nature-trail tour on participants’ science learning, self-efficacy, cognitive load, perceived enjoyment, and perceived usefulness, as compared to actual walking tours. The IVR tour was designed based on the Cognitive Theory of Multimedia Learning. In a between-subjects quasi-experiment, participants learned environmental science topics in one of three types of nature-trail tours, including an IVR tour, a business-as-usual walking tour, and an enhanced walking tour. Results of analyses of covariance indicated that the theory-based IVR design was effective in improving participants’ science learning and their self-efficacy perceptions. At the same time, the IVR tour was found to be as enjoyable as the walking tours and did not pose an unnecessary cognitive load during the learning process. The results have implications for designing IVR environments to (1) enhance cognitive and motivational outcomes in science learning and (2) increase the accessibility of nature-based sites.

Keywords

• Immersive virtual reality
• Cognitive theory of multimedia learning
• Informal science learning
• Cognitive load
• Self-efficacy