Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation
AbstractThe present study involved an experimental inquiry wherein the researcher examined the possible impact of “textual cues” and “summarising scaffolding” on cognitive load, mental model, and learning performance. The study was conducted on a sample of 122 primary school pupils from Hyderabad, I...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2260676 |
| _version_ | 1797390215427391488 |
|---|---|
| author | Ashraf Alam Atasi Mohanty |
| author_facet | Ashraf Alam Atasi Mohanty |
| author_sort | Ashraf Alam |
| collection | DOAJ |
| description | AbstractThe present study involved an experimental inquiry wherein the researcher examined the possible impact of “textual cues” and “summarising scaffolding” on cognitive load, mental model, and learning performance. The study was conducted on a sample of 122 primary school pupils from Hyderabad, India. It commenced on 20 January 2021 and lasted till 28 October 2021. Using a randomization process, the participants were allocated to one of four experimental groups (D1, D2, D3, and D4). The results of the ANOVA analysis indicate that the utilisation of textual cues had a noteworthy and favourable effect on both the learning performance and the mental model. The implementation of summarising scaffolding yielded a remarkable enhancement in the mental model. The absence of significant “interaction effects” suggests that the implementation of immersive virtual reality, accompanied by textual cues or summarising scaffolding, can be advantageous for young learners. These discoveries hold particular significance for stakeholders involved in the field of education, particularly teachers and students, and possess noteworthy ramifications for the development of efficacious immersive learning environments. |
| first_indexed | 2024-03-08T23:07:25Z |
| format | Article |
| id | doaj.art-6b08f093f0874601a1ea939f3ff908e2 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:07:25Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-6b08f093f0874601a1ea939f3ff908e22023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2260676Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigationAshraf Alam0Atasi Mohanty1Rekhi Centre of Excellence for the Science of Happiness, Indian Institute of Technology Kharagpur, West Bengal, IndiaRekhi Centre of Excellence for the Science of Happiness, Indian Institute of Technology Kharagpur, West Bengal, IndiaAbstractThe present study involved an experimental inquiry wherein the researcher examined the possible impact of “textual cues” and “summarising scaffolding” on cognitive load, mental model, and learning performance. The study was conducted on a sample of 122 primary school pupils from Hyderabad, India. It commenced on 20 January 2021 and lasted till 28 October 2021. Using a randomization process, the participants were allocated to one of four experimental groups (D1, D2, D3, and D4). The results of the ANOVA analysis indicate that the utilisation of textual cues had a noteworthy and favourable effect on both the learning performance and the mental model. The implementation of summarising scaffolding yielded a remarkable enhancement in the mental model. The absence of significant “interaction effects” suggests that the implementation of immersive virtual reality, accompanied by textual cues or summarising scaffolding, can be advantageous for young learners. These discoveries hold particular significance for stakeholders involved in the field of education, particularly teachers and students, and possess noteworthy ramifications for the development of efficacious immersive learning environments.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2260676virtual realityinstructional designeducational technologyteaching and learningcurriculumpedagogy |
| spellingShingle | Ashraf Alam Atasi Mohanty Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation Cogent Education virtual reality instructional design educational technology teaching and learning curriculum pedagogy |
| title | Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation |
| title_full | Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation |
| title_fullStr | Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation |
| title_full_unstemmed | Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation |
| title_short | Implications of virtual reality (VR) for school teachers and instructional designers: An empirical investigation |
| title_sort | implications of virtual reality vr for school teachers and instructional designers an empirical investigation |
| topic | virtual reality instructional design educational technology teaching and learning curriculum pedagogy |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2260676 |
| work_keys_str_mv | AT ashrafalam implicationsofvirtualrealityvrforschoolteachersandinstructionaldesignersanempiricalinvestigation AT atasimohanty implicationsofvirtualrealityvrforschoolteachersandinstructionaldesignersanempiricalinvestigation |