ERIC Number: EJ1343487
Record Type: Journal
Publication Date: 2022-Jul
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: EISSN-1541-4140
Available Date: N/A
Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach
Journal of Educational Computing Research, v60 n4 p807-842 Jul 2022
Virtual reality (VR) has a high potential to facilitate education. However, the design of many VR learning applications was criticized for lacking the guidance of explicit and appropriate learning theories. To advance the use of VR in effective instruction, this study proposed a model that extended the cognitive-affective theory of learning with media (CATLM) into a VR learning context and evaluated this model using a structural equation modeling (SEM) approach. Undergraduate students (n = 77) learned about the solar system in a VR environment over three sessions. Overall, the results supported the core principles and assumptions of CATLM in a VR context (CATLM-VR). In addition, the CATLM-VR model illustrated how immersive VR may impact learning. Specifically, immersion had an overall positive impact on user experience and motivation. However, the impact of immersion on cognitive load was uncertain, and that uncertainty made the final learning outcomes less predictable. Enhancing students' motivation and cognitive engagement may more directly increase learning achievement than increasing the level of immersion and may be more universally applicable in VR instruction.
Descriptors: Affective Behavior, Learning Theories, Computer Simulation, Teaching Methods, Structural Equation Models, Learning Motivation, Cognitive Ability, Learning Experience, Astronomy, Science Instruction, Science Achievement, Computer Software, Outcomes of Education, Learner Engagement, Undergraduate Students, Comparative Analysis, Gender Differences, Race, Majors (Students), Science Tests, Prior Learning, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A