Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome
Creators: name: Vogt, Andrea
name: Babel, Franziska
name: Hock, Philipp
name: Baumann, Martin
name: Seufert, Tina
Publisher: name: Universität Ulm
Year: 2021
Subjects: subject: cognitive learning processes
subject: mental models
subject: prompting
subject: sequencing
subject: virtual reality learning environments
subject: DDC 370 / Education
subject: Cognitive learning
subject: Learning, Psychology of
subject: Virtual reality in education
subject: Sequence (Linguistics)
subject: Lernen
subject: Virtuelle Realität
subject: Kognitives Lernen

description: Abstract Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between‐subject design study, we investigated the beneficial effects of adequate sequencing of text and picture and prompting, as well as their potential synergic effect in an immersive virtual reality (VR) learning environment with N = 81 learners. We presented the learning content in form of one pictorial and one textual representation and varied their presentation sequence: pictorial followed by textual representation or textual followed by pictorial representation. As the pictorial representation, we used a VR animation displaying a service robot. As the textual representation, we chose an auditory text about robotics. Additionally, we varied whether or not learners received an elaboration prompt before the learning unit started. We measured learning outcome differentiated for knowledge, comprehension, and application levels. We found beneficial effects for VR animation followed by auditory text on the knowledge level, only. Prompting led to a beneficial effect only on the application level. We found no synergic effect of adequate sequencing and prompting on learning outcome. Hence, depending on the level of learning outcome targeted, different support approaches are advisable. Future research might consider the long‐term effects of adequate sequencing and prompting or different approaches to measuring mental models. Practitioner notes What is already known about this topic? Learning in Virtual Reality (VR) is a promising approach to present the learning material but does not per se guarantee deep learning and the development of a correct mental model. Prior findings imply that presenting pictorial representations first fosters mental model development. Beneficial effects of stimulating learners by an elaboration prompt before learning in virtual reality have been reported. Previous studies imply that instructional design and activation of learners might have synergetic, beneficial effects on learning outcome. What this paper adds We investigated the effects of sequencing order (VR animation or auditory text first) and prompting (with or without) on different levels of learning outcome. We found beneficial effects on the knowledge level when VR animation was presented first, while prompting fostered the application level. No synergetic effects of VR animation first and prompting were found as both support approaches seem to impact different levels of learning outcome. Implications for practice and/or policy Depending on the level of learning outcome that should be fostered while learning in VR, different support approaches are advisable. Presenting a VR animation first fosters learning of basic concepts and definitions at the knowledge level. Using an elaboration prompt before learning in VR enables the learners to process the content deeply. Presenting VR animations first can serve as a brief scaffold for the mental models and additional details can be added in the further learning process.