Development and testing of a model for explaining learning and learning-related factors in immersive virtual reality

Abstract

Many believe that immersive virtual reality (IVR) possesses transformative potential for a plethora of human activities that are mediated via technology, including education. In light of this, it is critically important to understand the determinants that influence learning in IVR environments and the interrelations among these determinants. For that matter, a model was developed that encapsulated ten potential factors influencing learning outcomes. Three hundred and thirty-four university students interacted with a purpose-built application that presented ancient Greek inventions through the use of head-mounted displays. Data analysis, adhering to a structural equation modeling approach, indicated that a multitude of factors exerted a positive influence on learning outcomes. These included the perceived quality of graphics, the perceived quality of feedback and content, and the perceived degree of interaction. Moreover, intrinsic motivation and the immersive experience that IVR provides also demonstrated a positive impact. Conversely, the perceived cognitive load and symptoms of simulator sickness manifested a negative impact. Interestingly, these factors did not appear to inhibit learners' motivation or their positive feelings. Age did not have any effect, while gender seemed to have an impact only on immersion. The implications of the results are also discussed.