Enjoyment mediates the pathway from immersive media to immediate posttest score while interest mediates the pathway to delayed posttest score¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In the SEM, the path from enjoyment to immediate posttest score was significant, but the path from interest to immediate posttest was not. → Guido Makransky · Richard E. Mayer 2022 q3 i? In the SEM, the path from interest to delayed posttest score was significant, but the path from enjoyment to delayed posttest was not. → Guido Makransky · Richard E. Mayer 2022 (2)

Evidence¶

Guido Makransky · Richard E. Mayer 2022¶

Guido Makransky · Richard E. Mayer. (2022). Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review (2022) 34:1771–1798. https://doi.org/10.1007/s10648-022-09675-4

q3 · i? · causal · r2

Structural equation model of the cognitive affective model of immersive learning fitted to the same 102-student experiment (CFI = 0.973, TLI = 0.965, SRMR = 0.046, RMSEA = 0.070). The quoted paths define the enjoyment pathway to the immediate posttest; only standardized path coefficients are printed, so no effect size is reported.

"The path from enjoyment to immediate posttest score was also significant (β = 1.563, p = 0.002, se = 0.493), but the path from interest to immediate posttest score (β = 0.357, p = 0.452, se = 0.474) was not significant."

Guido Makransky · Richard E. Mayer 2022 (2)¶

Guido Makransky · Richard E. Mayer. (2022). Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review (2022) 34:1771–1798. https://doi.org/10.1007/s10648-022-09675-4

q3 · i? · causal · r?

The same SEM (Lavaan, maximum likelihood) also shows the interest pathway: "a significant path from interest to delayed posttest score" while enjoyment's path to the delayed posttest is not significant. The immediate posttest also predicted the delayed posttest (β = 0.739, p < 0.001, se = 0.071).

"the model illustrates a significant path from interest to delayed posttest score (β = 1.294, p < 0.001, se = 0.340), but the path from enjoyment to delayed posttest score was not significant (β = -0.302, p = 0.409, se = 0.366)."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect — related
• SupplyNet was rated significantly more immersive, motivating, and enjoyable than the baseline, with engagement showing the most pronounced difference. — related
• Hypothesized indirect effects from technology acceptance to engagement through reflective use, PSE, and the serial RU–PSE path are not significant (null result) — related
• Students who experienced the virtual field trip via a 3D HMD scored higher on a delayed posttest roughly three weeks later than 2D-video students — related
• Middle-school students taking a virtual field trip via a 3D HMD report higher enjoyment than students taking the same trip as a 2D video — related
• Middle-school students taking a virtual field trip via a 3D HMD report higher interest than students taking the same trip as a 2D video — related