The cognitive effects of different feedback modalities in virtual reality learning. In S. L. Wong et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education, Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
Feedback is an important feature of a virtual reality (VR) learning system as appropriate feedback increases learners’ motivation as well as interaction. This study aims to investigate the cognitive effects of using VR-based learning systems with different feedback modalities. It employs a pretest-p...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
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2010
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| Online Access: | http://ir.unimas.my/id/eprint/9980/ http://www.icce2010.upm.edu.my/papers/c6/full%20paper/C6FP12.pdf |
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| Summary: | Feedback is an important feature of a virtual reality (VR) learning system as appropriate feedback increases learners’ motivation as well as interaction. This study aims to investigate the cognitive effects of using VR-based learning systems with different feedback modalities. It employs a pretest-posttest quasi-experimental design to measure the cognitive effects of VR learning systems that use on-screen text, narration, as well as both on-screen text and narration, respectively and an additional non-VR environment, which uses paper-based reference material, to serve as a control of the study. The study reveals that the differences in feedback modality, focusing on narration and on-screen text, do not significantly affect cognitive gain in a VR learning system. In addition, the significant positive effects of the VR-based learning system when compared with the non-VR method, provides another evidence of the potentials of VR technology for instructional use. This paper discusses the findings based on existing learning theories and principles, and concludes with a design implication of VR learning systems that incorporate feedback. |
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