The Effectiveness of Immersive Virtual Reality for Vocational Skills Learning in Varying Combinations with PowerPoint Presentation Template Learning.
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| Title: | The Effectiveness of Immersive Virtual Reality for Vocational Skills Learning in Varying Combinations with PowerPoint Presentation Template Learning. |
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| Authors: | Dong, Wei1 (AUTHOR) dongwei83@tju.edu.cn, Li, Yongjie1 (AUTHOR), Yu, Nengbao2 (AUTHOR), Dong, Zifei3 (AUTHOR) |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Oct2025, Vol. 34 Issue 5, p1859-1869. 11p. |
| Subject Terms: | *Blended learning, *Cognitive psychology, *Learning, *Teaching methods, *Occupational training, *Emotional experience, Shared virtual environments |
| Reviews & Products: | Microsoft PowerPoint (Computer software) |
| Abstract: | Immersive virtual reality (IVR) has been widely used in vocational education and training. However, its effectiveness in combination with other forms of teaching remains under-explored, especially concerning learning sequence priority. We aimed to examine the effectiveness of IVR in vocational education and the influence of varying learning sequences on students' vocational skills acquisition in blended learning environments when combining IVR and PowerPoint presentation templates (PPT) learning. We investigated the learning performances, cognitive processes, and emotional experiences of 92 learners in different blended learning environments. The learners were divided into four groups: PPT, IVR, combination PPT-first, and combination IVR-first groups). Varying sequences within the blended learning approach had a significant impact on students' skill learning. PPT-first learning followed by IVR learning was most effective in promoting students' skill learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) 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: | Immersive virtual reality (IVR) has been widely used in vocational education and training. However, its effectiveness in combination with other forms of teaching remains under-explored, especially concerning learning sequence priority. We aimed to examine the effectiveness of IVR in vocational education and the influence of varying learning sequences on students' vocational skills acquisition in blended learning environments when combining IVR and PowerPoint presentation templates (PPT) learning. We investigated the learning performances, cognitive processes, and emotional experiences of 92 learners in different blended learning environments. The learners were divided into four groups: PPT, IVR, combination PPT-first, and combination IVR-first groups). Varying sequences within the blended learning approach had a significant impact on students' skill learning. PPT-first learning followed by IVR learning was most effective in promoting students' skill learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-025-00998-8 |
