Exploring 3‐<scp>D</scp> virtual reality technology for spatial ability and chemistry achievement

Merchant, Zahira; Goetz, Ernest T.; Keeney-Kennicutt, Wendy; Cıfuentes, Lauren; Kwok, Oi‐Man; Davis, Trina J.

doi:10.1111/jcal.12018

Cited by 72 publications

(54 citation statements)

References 23 publications

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“…They found that students with low spatial ability performed better with animation instructions than with static pictures which was supported by the ability-as-compensator hypothesis (Mayer, 2001). Study of Merchant et al (2013) also identified that low spatial ability learners achieved better performance in 3-D virtual learning compared to 2-D images. The ability-ascompensator hypothesis posits that constructing mental animations from non-dynamic materials need spatial ability (Höffler & Leutner, 2011).…”

supporting

confidence: 51%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

324

130

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This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest-posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance for high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VRbased learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.

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supporting

confidence: 51%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

324

130

View full text Add to dashboard Cite

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“…One of the unique advantages of computer‐based learning environments (Hartley, ; Kester, Kirschner, & Corbalan, ; Merchant et al ., ; Schroeder & Adesope, ) is the opportunity to employ an APA to facilitate the learning processes. APAs can support and stimulate cognitive processes through a variety of instructional support strategies (Moreno, , ; Woo, ).…”

Section: Introductionmentioning

confidence: 99%

Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge

Johnson

Özoğul

Reisslein

2014

Computer Assisted Learning

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An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The experiment was a 2 (visual signalling, no visual signalling) × 2 (visual APA presence, no visual APA presence) between-subjects design, resulting in four experimental conditions: visual signalling with APA presence (APA + S), visual signalling without APA presence (S), no visual signalling with APA presence (APA) and no visual signalling without APA presence (C). Signalling was provided via gestures of the APA in the APA + S condition and via dynamic arrows in the S condition. To investigate potential moderating effects of prior knowledge on APA presence and visual signalling factors, middle school students were grouped into low prior knowledge (LPK) and high prior knowledge (HPK) groups using scores on a domain pre-test. Results revealed that LPK students had higher post-test scores after learning with visual signalling, resulting in equivalent post-test performance to their HPK counterparts. LPK students also had higher post-test scores, higher ratings of graphics understanding and lower perceived difficulty ratings in conditions that included the visual image of the APA. Conversely, HPK students had better post-test scores after learning without the APA. These results indicate that the effectiveness of visual signalling techniques and the visual presence of an APA is dependent on learner characteristics, including prior domain knowledge.

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“…Representative examples include computer simulations (Novak, 2013), computer animations (Sangin, Dillenbourg, Rebetez, Bétrancourt, & Molinari, 2008), intelligent tutoring systems (Hooshyar et al, 2016), animated pedagogical agents (Johnson, Ozogul, & Reisslein, 2014), virtual reality (Merchant et al, 2013), augmented reality (Bressler & Bodzin, 2013), and remote virtual laboratories (Potkonjak et al, 2016). Such technologies are particularly attractive to many contemporary tech-savvy students, as they promote active learning and can be easily and widely adopted at both formal and informal education sites with no requirement for expensive physical facilities and instrumentations.…”

Section: Background Introductionmentioning

confidence: 99%

The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course

Fang

Tajvidi

2017

Computer Assisted Learning

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This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated, including remember, understand, apply, analyze, and evaluate. Data were collected via a think‐aloud protocol involving two groups of student participants: One group learned a worked example problem with a CSA module, and the other group learned the same problem with traditional textbook‐style instruction. A new concept called frequency index was proposed for use in qualitative research that involves the quantitative comparison of the overall popularity of a particular mental activity performed by two groups of students. The results show that as compared to traditional textbook‐style instruction, CSA significantly increases students' activities in the understand category of the revised Bloom's taxonomy during learning and significantly increases students' activities in the understand, apply, analyse, and evaluate categories during subsequent problem‐solving. That learning via CSA has a profound impact on subsequent problem‐solving is attributed to intensive human–computer interactions built in the CSA learning module.

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Exploring 3‐D virtual reality technology for spatial ability and chemistry achievement

Cited by 72 publications

References 23 publications

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge

The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course

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