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An executive master's programme thesis from Aalborg University
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Remnants: Immersive VR vs Desktop PC for Learning in a Historical Narrative

Author

Term

4. term

Education

Medialogy, Master

Publication year

2026

Submitted on

Pages

14

Abstract

This study compares two ways of playing the same short historical game, Remnants: in virtual reality (VR) and on a standard PC. We examined how each format influenced learning, presence (the feeling of being there), engagement (involvement), and cognitive load (how mentally demanding it is). Twenty participants were assigned to one format (10 in VR, 10 on PC). Everyone took a history knowledge quiz before and after playing, then completed a questionnaire on presence, engagement, and cognitive load. On average, the PC version produced larger learning gains than the VR version. The VR group reported slightly higher cognitive load. Presence and engagement scores were also slightly higher for the PC version. For this sample, the PC version supported stronger learning outcomes than the VR version. One possible reason is that the desktop setup made it easier to focus on the historical content. VR also improved learning, just not to the same degree as the PC version in this study.

Denne undersøgelse sammenligner to måder at spille det samme korte historiske spil, Remnants: i virtual reality (VR) og på en almindelig PC. Vi undersøgte, hvordan hvert format påvirkede læring, tilstedeværelse (følelsen af at være der), engagement (involvering) og kognitiv belastning (hvor mentalt krævende det er). 20 deltagere blev fordelt mellem formaterne (10 i hver gruppe). Alle gennemførte en historisk videnstest før og efter spillet og udfyldte derefter et spørgeskema om tilstedeværelse, engagement og kognitiv belastning. Resultaterne viste, at PC-versionen i gennemsnit gav større læringsudbytte end VR-versionen. VR-gruppen rapporterede en lidt højere kognitiv belastning. Tilstedeværelse og engagement var også en smule højere i PC-versionen. For denne deltagergruppe støttede PC-versionen derfor et stærkere læringsudbytte end VR-versionen. En mulig forklaring er, at desktopformatet gjorde det lettere at fokusere på det historiske indhold. VR forbedrede også læringen, men ikke i samme omfang som PC-versionen i dette studie.

[This apstract has been rewritten with the help of AI based on the project's original abstract]

Keywords

Virtual reality ; desktop learning ; historical narrative ; presence ; engagement ; cognitive load ; learning outcomes

Documents

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