Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Abstract

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student’s interest in and goals toward STEM related careers.

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

“…The students in the immersive VR group also showed significantly more positive pretest‐to‐posttest changes in self‐efficacy than the text condition. These findings are consistent with several studies that have identified positive pretest‐to‐posttest changes in intrinsic motivation and self‐efficacy when using VR simulations (e.g., Makransky et al, 2016; Makransky & Lilleholt, ; Makransky & Petersen, ; Thisgaard & Makransky, ).…”

“…More specifically, based on these theories and previous literature (e.g., Makransky et al, 2016; Makransky & Lilleholt, ; Makransky & Petersen, ; Thisgaard & Makransky, ), we predict that the immersive VR (Hypothesis 2a) and desktop VR (Hypothesis 2b) groups will show greater gains in intrinsic motivation compared with the text group. Similarly, consistent with these theories and previous studies (Buttussi & Chittaro, ; Makransky, Thisgaard, & Gadegaard, ; Thisgaard & Makransky, ; Tompson & Dass, ), we predict that the immersive VR (Hypothesis 3a) and desktop VR groups (Hypothesis 3b) will show greater gains in self‐efficacy than the text group. By using a posttest measure of enjoyment (Hypothesis 1) and a change measure of motivation and self‐efficacy (Hypotheses 2 and 3), we are able to assess the motivation hypothesis using several different assessment methodologies.…”

“…There are several reviews and meta‐analyses that have shown the benefits of desktop VR and simulations compared with traditional educational and training methods (e.g., Merchant, Goetz, Cifuentes, Keeney‐Kennicutt, & Davis, ; Smetana & Bell, ). Several studies have also found positive results for the motivational value of desktop VR compared with conventional teaching (e.g., Makransky et al, ; Makransky, Thisgaard, & Gadegaard, ; Thisgaard & Makransky, ). The studies that have compared the effectiveness of using high immersion VR (i.e., involving heads‐mounted displays) compared with conventional training methods have consistently found results favouring immersive VR regarding motivational outcomes including enjoyment, motivation, and self‐efficacy measured with self‐reports (e.g., Chittaro & Buttussi, ; Parong & Mayer, ), but inconsistent results for learning outcomes.…”

A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

“…In the present study, we seek to further test the gender matching hypothesis by designing an agent that was intended to appeal to girls rather than boys-a young woman in a white lab coat named Marie who could serve as a role model-and an agent that we predict to appeal more to boys rather than girls-a hovering robot we called the drone. Such nontraditional, mentor-like role models have previously been shown to enhance students' concentration and focus, as well as their transfer and selfefficacy scores (Baylor & Kim, 2004;Johnson, Ozogul et al, 2013;K. N. Thisgaard & Makransky, 2017). We also extended the domain of inquiry beyond instructional video with human agents and desktop animated agents to instruction in immersive VR, which is intended to be a more engaging context of learning (e.g., Makransky & Lilleholt, 2018).…”

Virtual Reality in Biology: Can We Become Virtual Naturalists?

“…VMR has been used in both secondary and tertiary education biology courses [13,[19][20][21]. A number of VMR applications attempt to reproduce the laboratory environment to students with otherwise no access to laboratory facilities, with demonstrated benefits over traditional lectures [see e.g., Labster [22]].…”