Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a...

Area of Science:

• Educational Technology
• Biology Education
• Virtual Reality in Education

Background:

• Higher education increasingly explores innovative pedagogical tools.
• Immersive virtual reality (IVR) offers engaging learning experiences.
• The efficacy of self-explanation strategies in conjunction with IVR requires further investigation.

Purpose of the Study:

• To evaluate the impact of an IVR science simulation on undergraduate biology students' learning.
• To determine if a post-simulation self-explanation task enhances knowledge acquisition.
• To assess the effects on knowledge gain, procedural transfer, and conceptual transfer.

Main Methods:

• 79 undergraduate biology students participated in a 45-minute IVR simulation on next-generation sequencing.
• Participants were randomly assigned to either a self-explanation group (n=41) or a control group (n=38).
• The self-explanation group completed a 10-minute written task, while the control group rested.

Main Results:

• The IVR simulation significantly improved student knowledge from pre-test to post-test.
• No significant differences were found in knowledge gain, procedural, or conceptual transfer between groups.
• The self-explanation group reported higher intrinsic and extraneous cognitive load, and lower germane load.

Conclusions:

• IVR science simulations are effective learning tools in higher education.
• A written self-explanation task following an extended IVR lesson does not appear to boost learning outcomes.
• Further research may explore optimal integration of cognitive load management strategies with IVR.