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The goal of the virtual learning lab is to develop evidence based theories of learning in immersive environments. Currently, this work has lead to the development of the Cognitive Affective Theory of Immersive Learning, and the immersive principle of multimedia learning which can be accessed in the publications listed below. We are currently working on other theoretical models that build on novel research evidence in this field.
The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR.
However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer.
Read more in the article here: The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality | SpringerLink
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed post test (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate post test, and interest mediated the pathway from instructional media to delayed post test score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
Multimedia learning is learning from words and pictures. The rationale for studying multimedia learning is that people can learn more deeply from words and pictures than from words alone. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. In recent years, multimedia learning has developed into a coherent discipline with a significant research base, which is reflected in the 34 chapters of this handbook. This second edition incorporates the latest developments in multimedia learning, including a sharp increase in the research base, the addition of seven new principles of multimedia learning, a broadening of contexts for studying multimedia learning, a better delineation of boundary conditions for principles, and refinements of theories of multimedia learning.
Read more in the handbook here:
9781107035201_frontmatter.pdf (cambridge.org)
See publications related to this project:
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed post test (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate post test, and interest mediated the pathway from instructional media to delayed post test score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
See publications related to this project here:
This group of projects deals with the affordances of VR, and how to design VR interventions, and the instructions surrounding the VR educational elements. We also cover the interactions between the way in which instructions are given to students and how that interacts their learning and knowledge retention. Studies in this group often cover the interactions between media and method in VR, and how VR is different, as compared to some less immersive media.
See publications related to this project here:
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This group of projects deals with the affordances of VR, and how to design VR interventions, and the instructions surrounding the VR educational elements. We also cover the interactions between the way in which instructions are given to students and how that interacts their learning and knowledge retention. Studies in this group often cover the interactions between media and method in VR, and how VR is different, as compared to some less immersive media.
See publications related to this project here:
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This project is done in collaboration with researchers from Movement and Neuroscience at UCPH. We recently pilot tested this new VR simulation with Danish first-grade school kids. The simulation is based on an embodied learning paradigm, where phonemes are linked with certain body movements. The kids thought it was a fun supplement to their traditional classroom teaching, and they were enthusiastic about the prospect of more VR Learning in the future.
Since the pilot was a success, the project will be continued in September. There are no publications related to this project yet, but we will be updating you as they come around.