Abstract
Generative learning strategies interconnect with cognition and emotion. Based on one-factorial experimental design, 75 participants were randomly assigned to study a chemical Virtual Reality (VR) lesson in one of three conditions: VR, VR+ summarizing, and VR+ self-testing. An emWave system was used to record the learners’ emotional state during learning. The learners’ learning outcomes were measured with retention tests, learning experiences were measured with instruments. The results showed that compared to the students were given a VR lesson without generative learning strategy, 1) the students who engaged in generative self-testing strategy during learning displayed more positive emotions in the cognition process, more positive ratings after learning, and higher memory test scores; 2) the students who engaged in generative summary strategy during learning showed more positive emotions in the cognition process, but lower immediate memory scores. These findings give new evidence to explaining how generative summarizing and self-testing learning strategies affect learning based VR.
Highlights
Virtual Reality (VR) has three characteristics in simulating three-dimensional (3D) virtual world with the help of computer
Shih examined the effects of three-dimensional virtual environment on London’s culture learning, the results showed that all learners benefitted from cultural immersion [1]; Zhou stressed that the use of VR-supported learning application made the learning interesting, and promoted the construction of Manuscript received March 9, 2021; revised July 5, 2021
Independent Samples T-test revealed that the VR+ST group performed significantly better than the VR group on the immediate retention test (p=0.046
Summary
Virtual Reality (VR) has three characteristics (i.e., immersion, interaction, and imagination) in simulating three-dimensional (3D) virtual world with the help of computer. Learners who learn in VR are not necessarily actively making sense of the learning material via generative learning process where learners are encouraged to engage actively in generating processing—by selecting important information which extremely relevant, organizing it into mental representation in working memory, integrating it with prior knowledge into a coherent mental model stored into long-term memory. The self-testing strategy referred to as the retrieval-based learning, which asks learners to answer questions about previously learned material. Using this strategy, students’ long-term memory of device troubleshooting skills effectively promoted [11]. As same as Mayer’s S-O-I multimedia learning model consisted of selection, organization, and integration, but it stresses that emotions are inherently motivational and interconnected with cognition. The integration of mental representation stored into long-term memory, which included verbal, visual mental representation, and experienced emotions
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