The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

Abstract

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

Re-Live History: An immersive virtual reality learning experience of prehistoric intangible cultural heritage

“…IVRs are very well able to deliver the first cycle of experiential learning (Aiello et al, 2012) while their use in the later cycles depends on the complexity of the interaction. Research has shown that IVRs used in experiential learning have had a positive impact on students' attainment of learning outcomes (see below) but its magnitude was less than expected, possibly due to the removal of the teacher from the learning experience (Feng et al, 2021). This suggests designing an IVR to serve as the delivery of the experience in an experiential learning context and give space for the teacher to facilitate learning alongside the IVR experience.…”

“…Having specific elements inside an experience will assist, yes, in delivering that specific learning outcome but will also diminish its ability to be used elsewhere. By minimizing the specifics inside the experience gives the teacher more control over its use and thus increasing its impact on the lesson, as suggested in the literature (Feng et al, 2021).…”

Effects of extended reality on language learning: A meta-analysis

“…The 2017 Horizon Report listed VR as the technology that holds great potential for boosting the development of education ( Freeman et al, 2017 ). Moreover, in the 2020 EDUCAUSE Horizon Report, it was emphasized that the number of XR users had grown in recent years due to the decreasing cost and innovations in technical capabilities and immersive experience; XR had become an important technology to be implemented in the field of educational technology ( Brown et al, 2020 ; Feng et al, 2021 ). Scores of scholars have noticed the potential applications of XR-related technologies, and there has been growing recognition among them that technological advances could decrease the costs of equipment and contribute to the promotion of technology ( Hwang and Hu, 2013 ; Vapenstad and Buzink, 2013 ; Parong and Mayer, 2018 ; Li et al, 2021 ).…”