Abstract
The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N = 115) or investigational group (N = 25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.
Keywords
virtual reality, virtual learning environment, immersive, multimedia instruction, educational training
Date of this Version
2015
Recommended Citation
Webster, Rustin, "Declarative knowledge acquisition in immersive virtual learning environments" (2015). School of Engineering Technology Faculty Publications. Paper 30.
https://docs.lib.purdue.edu/soetfp/30
Comments
This is the author-accepted manuscript of Webster, R. (2015). Declarative knowledge acquisition in immersive virtual learning environments. Interactive Learning Environments, 24(6), 1319-1333. Copyright Taylor & Francis, the version of record is available at DOI: 10.1080/10494820.2014.994533.