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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| Language: | English |
| Authors: | Yunjo An (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2024 68(6):1118-1128. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Informal Education, Computer Simulation, Experiential Learning, Adults, Positive Attitudes, Cognitive Processes, Difficulty Level, Adult Learning, Learning Processes, Scaffolding (Teaching Technique) |
| DOI: | 10.1007/s11528-024-00999-2 |
| ISSN: | 8756-3894 1559-7075 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450900 |
| Database: | ERIC |
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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. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-024-00999-2 |
