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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The HMD group reported significantly higher interest than the 2D video group (d = 0.57). → Guido Makransky · Richard E. Mayer 2022

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 · i2 · causal · r2

Independent-samples t-test (Hypothesis 3) on the interest scale; the article's sentence misprints "presence" for the third measure but reports it as supporting Hypothesis 3 with d = 0.57, a medium effect.

"the HMD group (M = 4.06, SD = 0.76) reported significantly higher presence than the video group (M = 3.45, SD = 1.31), t(100) = 2.856, p = 0.003, d = 0.57"

Discussion¶

Related Claims¶

• 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 presence than students taking the same trip as a 2D video — related
• Enjoyment mediates the pathway from immersive media to immediate posttest score while interest mediates the pathway to delayed posttest score — related
• Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — reports the opposite