Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer

Abstract

Authentic learning is an instructional approach that best occurs when the learning activities are set in real-world contexts. The authenticity of the learning experience increases when learning is situated in a context akin to the real world, and realistic learning experiences are created by carefully designing the learning tasks, context, and environment. The fidelity of a learning task's psychological, physical, functional, and social aspects and environment is the design attributes that contribute to the authenticity of the learning experience. The social context, or the social environment during learning, is essential in engaging learners in authentic learning tasks. In this mixed-method study, we investigate whether the collaborative nature of the learning activities, the authentic design of the learning experience and tasks, and the social environment impact the learner's perceptions of their learning experience and confidence in learning transfer. Two instruments were used to collect quantitative and qualitative data. The quantitative and qualitative data were analyzed separately and then together through triangulation. The findings of this study suggest that learners perceived the tasks and environment as realistic and the learning activities' collaborative aspect as helpful. The authentic learning environment did not significantly impact learners' confidence to transfer. However, the experience led to valuable metacognitive reflection and change in self-efficacy beliefs about their learning and practice needs. This experience may result in better self-regulation in long-term learning. This paper presents the findings of this study and discusses future research implications.