Abstract
How to make the learning of complex subjects engaging, motivating, and effective? The use of immersive virtual reality offers exciting, yet largely unexplored solutions to this problem. Taking neuroanatomy as an example of a visually and spatially complex subject, the present study investigated whether academic learning using a state-of-the-art Cave Automatic Virtual Environment (CAVE) yielded higher learning gains compared to conventional textbooks. The present study leveraged a combination of CAVE benefits including collaborative learning, rich spatial information, embodied interaction and gamification. Results indicated significantly higher learning gains after collaborative learning in the CAVE with large effect sizes compared to a textbook condition. Furthermore, low spatial ability learners benefitted most from the strong spatial cues provided by immersive virtual reality, effectively raising their performance to that of high spatial ability learners. The present study serves as a concrete example of the effective design and implementation of virtual reality in CAVE settings, demonstrating learning gains and thus opening opportunities to more pervasive use of immersive technologies for education. In addition, the study illustrates how immersive learning may provide novel scaffolds to increase performance in those who need it most.
Highlights
Unlike traditional media such as textbooks, immersive virtual reality and related technologies allow educational content to be projected all around the learner
Materials We developed a virtual reality game for Cave Automatic Virtual Environment (CAVE) on the subject of neuroanatomy involving the understanding of brain structures, their interconnections and broader spatial relationships
An expected significant effect in learning gains was found with higher learning gains for the CAVE compared to the textbook condition, simple gain: F(1, 38) = 6.83, p = .013, ηp2 = .152, 95% CI [.01, .35]; normalized gain: F(1, 38) = 6.53, p = .015, ηp2 = .147, 95% CI [.01, .34]
Summary
Unlike traditional media such as textbooks, immersive virtual reality and related technologies allow educational content to be projected all around the learner. The content is no longer bound to the laws of physical reality and can be presented in novel ways, with the potential to benefit learners. A visually and spatially complex subject such as neuroanatomy may be hard to comprehend when using textbooks, as readers have to make due with a restricted number of 2D images of anatomical structures (Jeffrey et al, 2002). Real anatomical models do not have this limitation, but consist of a finite number of parts and cannot be enlarged to inspect details of interest. Informed use of immersive technologies can remove these restrictions and may offer custom-tailored, highly interactive student-centered education, providing new avenues of support for learning. Few empirical studies de Back et al International Journal of Educational Technology in Higher Education (2020) 17:51 have investigated differences in learning benefits from immersive learning compared to more conventional study methods
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