Learning in Virtual Reality
Author
Andreasen, Niels Koch
Term
4. term
Education
Publication year
2019
Pages
46
Abstract
Vi undersøgte, hvordan gymnasieelever lærer naturvidenskab bedst ved at sammenligne immersiv Virtual Reality (VR) med video, og om læringen styrkes, når eleverne selv udfører opgaven (enactment). I alt 165 elever blev tilfældigt fordelt i fire grupper: VR med enactment, video med enactment, kun VR og kun video. Undervisningen bestod af en retsmedicinsk DNA-undersøgelse i et realistisk laboratoriemiljø suppleret med animationer af biologiske processer som DNA-replikation. Vi målte faktuel viden (deklarativ viden), færdighedsviden (procedureviden), evnen til at overføre viden til nye opgaver (transfer) samt elevers oplevede glæde, motivation, self-efficacy (tro på egne evner) og interesse. Resultaterne viste ingen forskelle i faktuel viden. Derimod fandt vi en betydningsfuld sammenhæng mellem mediet og metoden for procedureviden og transfer: Gruppen med VR kombineret med enactment klarede sig bedst. Derudover havde mediet i sig selv betydning for elevernes oplevelse, idet VR-grupperne rapporterede højere glæde og motivation end videogrupperne. Disse resultater giver indsigt i, hvordan immersiv teknologi kan støtte læring, og peger på vigtige overvejelser ved brug af VR i skolen.
We examined how high school students best learn science by comparing immersive Virtual Reality (VR) with video, and whether learning improves when students physically perform the task themselves (enactment). A total of 165 students were randomly assigned to four groups: VR with enactment, video with enactment, VR only, and video only. The lesson involved a forensic DNA analysis in a realistic laboratory setting, supported by animations of micro-level biological processes such as DNA replication. We measured factual knowledge (declarative), how-to skills (procedural), the ability to apply learning to new problems (transfer), and students’ perceived enjoyment, motivation, self-efficacy, and interest. Results showed no differences in factual knowledge. However, there was a significant interaction between medium and method for procedural knowledge and transfer: the VR plus enactment group performed best. The medium also affected student experience, with VR groups reporting higher enjoyment and motivation than video groups. These findings deepen our understanding of learning with immersive technology and offer practical guidance for using VR in schools.
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