Comparing the sequencing of paper-based and virtual reality learning materials on high school students’ comprehension of cell division

Kim, Taehyun

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https://hdl.handle.net/2142/124370 Copy

Description

Title

Comparing the sequencing of paper-based and virtual reality learning materials on high school students’ comprehension of cell division

Author(s)

Kim, Taehyun

Issue Date

2024-04-23

Director of Research (if dissertation) or Advisor (if thesis)

Lindgren, Robb

Doctoral Committee Chair(s)

• Lindgren, Robb
• Tissenbaum, Mike

Committee Member(s)

• D'Angelo, Cynthia
• Kang, Jina

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Immersive learning
• Embodied learning
• Material sequencing
• Virtual reality
• Science learning
• Learning Analytics

Abstract

In this study I investigate the effects of sequencing paper-based and Virtual Reality (VR) learning materials on high school students’ comprehension of cell division. Amid the rapid advancement and integration of immersive technologies in educational settings, understanding how different instructional materials and their sequence impact learning outcomes is crucial. In this study I specifically explore whether students achieve better understanding and retention of biological concepts through traditional paper-based materials followed by VR simulations, or vice versa. I conducted the study within a semi-lab setting environment involving high school students. I divided the participants into two main groups based on the sequence in which they were exposed to the learning materials: one group engaged with paper materials before VR simulations (Paper–VR), and the other experienced VR prior to paper materials (VR–Paper). For the research, students underwent pretests and posttests, a total of three verbal explanations of cell division, and surveys assessing their prior experience with VR as well as their self-efficacy in biology. I draw upon several educational theories to ground my investigation. Experiential Learning Theory, Embodied Learning Theory, and Multimedia Learning Theory provide the theoretical framework for creating immersive and effective learning experiences in VR. With the application of these theories I aim to enhance the authenticity and educational richness of the VR simulations, thus potentially improving learning outcomes. Furthermore, I leverage learning analytics to examine interaction data from the VR simulations, providing insights into how students interact with virtual environments and how these interactions correlate with their learning progress. Results from the study indicate that the sequence in which learning materials are presented significantly affects students’ understanding and engagement. The Paper–VR sequence demonstrated a more substantial improvement in students’ explanation and test scores and a better grasp of the cell division process compared to the VR–Paper sequence. These findings suggest that grounding students in familiar paper-based materials before introducing complex VR simulations may provide a more effective learning pathway, especially when students do not have prior knowledge about the targeted learning objectives. My research highlights the importance of design and implementation in educational VR applications. I suggest that VR simulations must not only be well designed to align with educational content but also appropriately sequenced within the broader educational curriculum to maximize their effectiveness. The implications of this research are significant for curriculum developers, educators, and educational technologists aiming to integrate VR into science education. By understanding the optimal sequence of mixed media materials, educators can design more effective learning experiences that cater to students’ cognitive and perceptual needs. This dissertation contributes to the growing body of knowledge on how best to integrate emerging technologies like VR into traditional learning environments to enhance educational outcomes.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Taehyun Kim

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