Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Remediating Learning from Non-immersive to Immersive Media : Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality. / Baceviciute, Sarune; Terkildsen, Thomas; Makransky, Guido.

I: Computers & Education, Bind 164, 104122, 04.2021.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Baceviciute, S, Terkildsen, T & Makransky, G 2021, 'Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality', Computers & Education, bind 164, 104122. https://doi.org/10.1016/j.compedu.2020.104122

APA

Baceviciute, S., Terkildsen, T., & Makransky, G. (2021). Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality. Computers & Education, 164, [104122]. https://doi.org/10.1016/j.compedu.2020.104122

Vancouver

Baceviciute S, Terkildsen T, Makransky G. Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality. Computers & Education. 2021 apr.;164. 104122. https://doi.org/10.1016/j.compedu.2020.104122

Author

Baceviciute, Sarune ; Terkildsen, Thomas ; Makransky, Guido. / Remediating Learning from Non-immersive to Immersive Media : Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality. I: Computers & Education. 2021 ; Bind 164.

Bibtex

@article{d0ca0ea891544468841e70c71c2404ad,
title = "Remediating Learning from Non-immersive to Immersive Media: Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality",
abstract = "Virtual Reality (VR) has the potential to enrich education but little is known about how unique affordances of immersive technology might influence leaning and cognition. This study investigates one particular affordance of VR, namely environmental embeddedness, which enables learners to be situated in simulated or imagined settings that contextualize their learning. A sample of 51 university students were administered written learning material in a between-subjects design study, wherein one group read text about sarcoma cancer on a physical pamphlet in the real world, and the other group read identical text on a virtual pamphlet embedded in an immersive VR environment which resembled a hospital room. The study combined advanced EEG measurement techniques, learning tests, and cognitive load measures to compare conditions. Results show that the VR group performed significantly better on a knowledge transfer post-test. However, reading in VR was found to be more cognitively effortful and less time-efficient. Findings suggest the significance of environmental embeddedness for learning, and provide important considerations for the design of educational VR environments, as we remediate learning content from non-immersive to immersive media.",
keywords = "Faculty of Social Sciences, Virtual Reality Environments, Learning, Embeddedness, Remediation, EEG",
author = "Sarune Baceviciute and Thomas Terkildsen and Guido Makransky",
year = "2021",
month = apr,
doi = "10.1016/j.compedu.2020.104122",
language = "English",
volume = "164",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Remediating Learning from Non-immersive to Immersive Media

T2 - Using EEG to Investigate the Effects of Environmental Embeddedness on Reading in Virtual Reality

AU - Baceviciute, Sarune

AU - Terkildsen, Thomas

AU - Makransky, Guido

PY - 2021/4

Y1 - 2021/4

N2 - Virtual Reality (VR) has the potential to enrich education but little is known about how unique affordances of immersive technology might influence leaning and cognition. This study investigates one particular affordance of VR, namely environmental embeddedness, which enables learners to be situated in simulated or imagined settings that contextualize their learning. A sample of 51 university students were administered written learning material in a between-subjects design study, wherein one group read text about sarcoma cancer on a physical pamphlet in the real world, and the other group read identical text on a virtual pamphlet embedded in an immersive VR environment which resembled a hospital room. The study combined advanced EEG measurement techniques, learning tests, and cognitive load measures to compare conditions. Results show that the VR group performed significantly better on a knowledge transfer post-test. However, reading in VR was found to be more cognitively effortful and less time-efficient. Findings suggest the significance of environmental embeddedness for learning, and provide important considerations for the design of educational VR environments, as we remediate learning content from non-immersive to immersive media.

AB - Virtual Reality (VR) has the potential to enrich education but little is known about how unique affordances of immersive technology might influence leaning and cognition. This study investigates one particular affordance of VR, namely environmental embeddedness, which enables learners to be situated in simulated or imagined settings that contextualize their learning. A sample of 51 university students were administered written learning material in a between-subjects design study, wherein one group read text about sarcoma cancer on a physical pamphlet in the real world, and the other group read identical text on a virtual pamphlet embedded in an immersive VR environment which resembled a hospital room. The study combined advanced EEG measurement techniques, learning tests, and cognitive load measures to compare conditions. Results show that the VR group performed significantly better on a knowledge transfer post-test. However, reading in VR was found to be more cognitively effortful and less time-efficient. Findings suggest the significance of environmental embeddedness for learning, and provide important considerations for the design of educational VR environments, as we remediate learning content from non-immersive to immersive media.

KW - Faculty of Social Sciences

KW - Virtual Reality Environments

KW - Learning

KW - Embeddedness

KW - Remediation

KW - EEG

U2 - 10.1016/j.compedu.2020.104122

DO - 10.1016/j.compedu.2020.104122

M3 - Journal article

VL - 164

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

M1 - 104122

ER -

ID: 255351288