TY - CHAP T1 - Beyond Comparing Learning Technologies - Experiencing Flow in Virtual Reality T2 - Smart Learning Environments in the Post Pandemic Era Y1 - 2023 A1 - Miriam Mulders ED - Demetrios G. Sampson ED - Dirk Ifenthaler ED - Pedro Isaías AB -

Learning in Virtual Reality (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning, such as perspective-taking in VR actors. Previous research has often solely on investigated cause-effect relationships that focus on the direct effects of different VR technologies on learning outcomes. Little research has been conducted on the learning processes experienced while being in the VR. Therefore, the present study aims to explore the construct flow. 132 middle school students were recruited. The students were assigned to two experimental conditions (HMD vs. laptop VR). The VR content dealt with the exploration of the hiding place of Anne Frank. Questionnaires were used to collect several data including sociodemographic variables, knowledge gain, perspective-taking, evaluation, and the learning process flow. A significant main effect for the variable VR technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. Mediating effects through the experience of flow were discovered several times. Thus, the experience of flow within VR can significantly explain the cause-effect relationships between VR technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Hence, the present study indicates that the choice for or against a particular VR technology should consider the learning processes that take place in VR. Therefore, instead of simple media comparison studies, the investigation of complex interaction structures in VR is needed.

JF - Smart Learning Environments in the Post Pandemic Era PB - Springer ER - TY - CHAP T1 - Learning how to use a digital workbench: guided or explorative? T2 - Orchestration of Learning Environments in the Digital World Y1 - 2022 A1 - Buchner, Josef A1 - Vonarx, Anne A1 - Pfänder, Peter A1 - Michael Kerres ED - Iffenthaler, Dirk ED - Pedro Isaías ED - Demetrios G. Sampson AB -

In this study, vocational education teachers and research assistants learned how to use a new digital workbench through a guided or an unguided instructional approach. We investigated the influence of the two instructional approaches on different learning objectives. Results show that guided instruction led to significantly better performance on a structured learning objective (quantity of tasks fulfilled), better performance on a second structured learning objective (quality of the fulfilled tasks), and similar results to a more unstructured learning objective (explore the functionalities of the workbench). Furthermore, we found that participants in the guided condition reported less temporal stress and higher self-confidence to perform well on the given tasks. With regard to the attitudes toward the use of the workbench, the participants in the unguided group showed slightly more positive values, although the differences were not statistically significant. In conclusion, we found advantages for the guided instructional approach with worked-out examples when participants have to learn how to use a totally new digital workbench.

JF - Orchestration of Learning Environments in the Digital World PB - Springer CY - Berlin VL - Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA) SN - 978-3-030-90943-7 UR - https://link.springer.com/book/9783030909437 ER - TY - Generic T1 - School Education in a Virtual Space: Between Damage Control, School Development and Innovation T2 - 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2021) Y1 - 2021 A1 - A. Wilmers A1 - Bettina Waffner ED - Pedro Isaías ED - Dirk Ifenthaler ED - Demetrios G. Sampson JF - 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2021) PB - IADIS Press CY - Virtual SN - 978-989-8704-33-7 ER -