Examining Adults' Enjoyment, Challenges, and Cognitive Load in Informal Learning with High-Immersion Virtual Reality.
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| Title: | Examining Adults' Enjoyment, Challenges, and Cognitive Load in Informal Learning with High-Immersion Virtual Reality. |
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| Authors: | An, Yunjo1 (AUTHOR) Yunjo.An@unt.edu, Kaplan-Rakowski, Regina1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Nov2024, Vol. 68 Issue 6, p1118-1128. 11p. |
| Subject Terms: | *Cognitive load, *Cognitive learning, *Nonformal education, *Data analysis, Virtual reality |
| Abstract: | Most research on virtual reality (VR) for learning has focused on young populations in formal learning contexts. Little research has been conducted on how adults engage in informal learning using VR. This study examined adults' informal learning experiences in high-immersion VR, focusing on the aspects of VR they enjoyed and the challenges they encountered. Furthermore, the study investigated how external, hard scaffolding influenced the participants' cognitive load and learning in VR. Quantitative and qualitative data were collected from pre- and post-surveys and post-intervention interviews. Participants found the storytelling aspect of the VR experience particularly enjoyable. They encountered several unique challenges during the VR intervention, including navigation confusion and self-directed exploration without instructor guidance. Surprisingly, the scaffolding did not have a statistically significant impact on the participants' cognitive load and learning. However, qualitative data analysis provided new insights that explain the unexpected findings. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Most research on virtual reality (VR) for learning has focused on young populations in formal learning contexts. Little research has been conducted on how adults engage in informal learning using VR. This study examined adults' informal learning experiences in high-immersion VR, focusing on the aspects of VR they enjoyed and the challenges they encountered. Furthermore, the study investigated how external, hard scaffolding influenced the participants' cognitive load and learning in VR. Quantitative and qualitative data were collected from pre- and post-surveys and post-intervention interviews. Participants found the storytelling aspect of the VR experience particularly enjoyable. They encountered several unique challenges during the VR intervention, including navigation confusion and self-directed exploration without instructor guidance. Surprisingly, the scaffolding did not have a statistically significant impact on the participants' cognitive load and learning. However, qualitative data analysis provided new insights that explain the unexpected findings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-024-00999-2 |
