Abstract
Immersive Virtual Reality (IVR) aims to bring simulated learning experience but could bring about higher cognitive load and be less accommodating to different cognitive styles. Meanwhile, Peer Instruction (PI), when integrated into IVR-based course, has the potential to address the needs of different cognitive styles and reduce cognitive load. This study, adopting a quasi-experimental research method, intends to explore the effects of PI in IVR-based course on learners, especially with two cognitive styles, namely Field-Independent (FI) and Field-Dependent (FD). A total of 65 junior high school students from two classes were randomly assigned to either experimental group or control group based on intact class. The research results indicate the positive effect of PI on learning by reducing cognitive load (d = 0.87), increasing motivation (d = 0.75), retention (d = 0.60) and transfer (d = 0.57) in IVR-based course. More specially, FD learners could benefit academically more from the PI than FI learners (d = 1.17). Therefore, we recommend peer interaction to be stressed in IVR-based course, with an attention to individual cognitive styles, to facilitate and enhance IVR resources designs and promote virtual experimental learning.
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Appendices
Appendix A
Items of Learning experience survey.
Subscale and Label | Item | Source and Cronbach’s alpha reliability |
|---|---|---|
Motivation | Adapted from Deci et al. (1994); Cronbach’s alpha = 0.846 | |
Mot_1 | I like to use the virtual experiment of "producing oxygen" | |
Mot_2 | I think the virtual experiment of "producing oxygen" is very interesting | |
Mot_3 | The virtual experiment of "producing oxygen" is boring. (R) | |
Mot_4 | The experiment of "producing oxygen" didn’t attract my attention at all. (R) | |
Self-efficacy | Adapted from Chen et al. (2001) and Klingenberg et al. (2020); Cronbach’s alpha = 0.870 | |
SE_1 | I am confident and able to understand the basic concepts of "producing oxygen" | |
SE_2 | I am confident that I will do well in the homework and examination of this course | |
SE_3 | I expect to do well in this course | |
SE_4 | I am sure I can master the skills being taught in this course | |
Enjoyment | Adapted from Tokel and İsler (2015); Cronbach’s alpha = 0.968 | |
Enj_1 | I find using virtual reality simulation enjoyable | |
Enj_2 | Using virtual reality simulation is very pleasant | |
Enj_3 | I have fun using virtual reality simulation | |
Presence | Adapted from Makransky et al. (2017); Cronbach’s alpha = 0.939 | |
Pres_1 | The virtual environment seems real to me | |
Pres_2 | I have a feeling of acting in a virtual environment, rather than operating something from the outside | |
Pres_3 | My experience in the IVR environment seems to be consistent with my experience in the real world | |
Pres_4 | When I’m in a virtual environment, I feel "immersive" | |
Pres_5 | I’m totally fascinated by the virtual world | |
Cognitive load | Adapted from Wang et al. (2020); Cronbach’s alpha = 0.859 | |
CL_1 | How difficult for you to understand the content of the IVR-based course? | |
CL_2 | How much mental effort did you put into understanding the content of the IVR-based course? |
Appendix B
Sample questions of pretest and posttest.
Label | Sample question | Description |
|---|---|---|
Basic information survey | Investigate the basic information of the learner | |
S1-4 | What’s your Class(S1), Name (S2), Gender(S3) and Age (S4)? | |
S5 | How familiar you are with the operation of IVR equipment? | |
Knowledge pretest | Measure the level of the learner’s prior knowledge. Cronbach’s alpha = 0.578 | |
Q1 | Which of the following options is correct for using an eyedropper? | |
Q2 | Which of the following options is the correct operation of the alcohol lamp? | |
Q3 | Which of the following experiments is correct? | |
Q4 | After the experiment, which one is the correct way to place the instruments? | |
Q5 | Which one is incorrect about the "determination of oxygen in the air" experiment? | |
… | ||
Knowledge posttest | Measure the knowledge level of learners after learning. Cronbach’s alpha of Retention = 0.759; Content analysis of transfer items is conducted by teachers based on evaluation rule from 0 to 5, Cronbach’s alpha of Transfer = 0.765 | |
Retention1 | Which is the correct combination of devices for producing O2 from KMnO4? | |
Retention2 | Which of the following operations is correct to use KMnO4 to produce O2? | |
Retention3 | Which of the following statements about catalysts is true? | |
Retention4 | Write the chemical equation for the production of O2 from KMnO4 | |
Retention5 | Write the name of the experimental apparatus used in the experiment of using KMnO4 to produce O2 | |
… | ||
Transfer1 | Referring to this experiment, please briefly write the experimental apparatus for producing O2 from KClO3 | |
Transfer2 | Referring to this experiment, please briefly write the operation steps for producing O2 from KClO3 |
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Zhong, Z., Zhang, G., Jin, S. et al. Investigating the effect of peer instruction on learners with different cognitive styles in VR-based learning environment. Educ Inf Technol 27, 11875–11899 (2022). https://doi.org/10.1007/s10639-022-11115-3
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DOI: https://doi.org/10.1007/s10639-022-11115-3