Cynthia Delgado

Presentation Title

Enhancing Learning in Immersive Virtual Reality: Comparing Educational Approaches for Procedural Skills and Knowledge

Abstract

This study examined the effects of integrating two approaches aimed at improving the acquisition of procedural skills and knowledge and transfer to real-world settings. Experiment 1 utilized the instructional method of pretraining, where participants watched a video detailing micropipette objects and actions before an immersive virtual reality lesson. Experiment 2 employed the learning strategy of explanation, with participants answering content focused questions during lesson pauses. In both experiments, participants were randomly assigned to either the experimental group or a control group. During the immersive virtual reality lesson participants completed a training phase, followed by a four-step serial dilution test to assess procedural skills. Afterwards, students completed a modified four-step serial dilution test in a real-life setting with physical objects to test for transfer. Then, participants completed a knowledge test to assess their procedural knowledge and additional questionnaires. In experiment 1, results demonstrated that the pretraining group scored higher on the procedural knowledge test and made fewer errors in the real-life pipetting transfer task compared to the no pretraining group. No significant differences were observed in errors during the virtual task. Pretraining group reported lower cognitive load, with no significant differences in presence or self-efficacy. In experiment 2, results demonstrated that there were no significant differences between the groups on the procedural knowledge test or in the number of errors committed in the virtual or real-life pipetting tasks. Theoretical and practical implications are discussed.