The DOI matches its Crossref record; 71 of the 71 references it cites were found in a registry or an index.
Learning science in immersive virtual reality.
Open accessAbstract
The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Based on interest theory, it was predicted that students who learned in immersive VR would report more positive ratings of interest and motivation and would score higher on a posttest covering material in the lesson. In contrast, based on the cognitive theory of multimedia learning, it was predicted that students who learned with a well-designed slideshow would score higher on a posttest, although they might not report higher levels of interest and motivation. The results showed that students who viewed the slideshow performed significantly better on the posttest than the VR group, but reported lower motivation, interest, and engagement ratings. In Experiment 2, students either viewed a segmented VR lesson and produced a written summary after each segment or viewed the original, continuous VR lesson as in Experiment 1. Students who summarized the lesson after each segment performed significantly better on the posttest and the groups did not differ on reported interest, engagement, and motivation. These results support the cognitive theory of multimedia learning and demonstrate the value of generative learning strategies in immersive VR environments. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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“Several studies have argued that VR simulations result in a signi fi cant increase in self-e ffi cacy by allowing students to actively interact with the virtual environment (Makransky et al., 2016; Parong & Mayer, 2018; Thisgaard & Makransky, 2017; Thompson & Dass, 2000).”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Parong & Mayer, 2018
In the citing paper
“Previous literature has found that high-immersion media can result in more extraneous cognitive load processing, which results in less learning (e.g. Makransky et al., 2019b; Parong & Mayer, 2018).”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Parong & Mayer, 2018
In the citing paper
“In a second experiment, they compared two groups using a VR simulation and found that, if given time to re fl ect between segments, scores increased on both factual ( d =1.14) and conceptual questions ( d =0.66).”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Parong and Mayer (2018)
In the citing paper
“The authors argue that generative learning strategies such as summarizing can aid learning and limit cognitive load, while maintaining the motivational value of immersive VR learning environments.”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Parong and Mayer (2018)
In the citing paper
“Parong and Mayer (2018) compared a VR simulation to a slideshow presentation, and found that the slideshow group performed better on factual questions ( d =1.12), but found no di ff erence on conceptual questions.”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Parong and Mayer (2018)
In the citing paper
“The empirical articles that have investigated affective outcomes of educational interventions in IVR compared to less immersive media have generally been consistent in finding higher levels of presence (e.g., Buttussi and Chittaro 2018;Makransky and Lilleholt 2018;Makransky et al. 2019b;Parong and Mayer 2018), and interest (Makransky et al. 2020c;Parong and Mayer 2018).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Parong and Mayer 2018
In the citing paper
“Initial research suggests that the generative learning strategy of summarization improves factual and conceptual knowledge when applied within an IVR science simulation (Parong and Mayer 2018).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Parong and Mayer 2018
In the citing paper
“Parong and Mayer (2018) found that an immersive VR lesson was less effective than a PowerPoint lesson for acquiring factual knowledge, but they found no significant difference in conceptual knowledge acquisition.”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Parong and Mayer 2018
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Lasica, I.-E., & Pitsikalis, S. (2026) · Trends in Higher Education · doi:10.3390/higheredu5020051
“Such interactions can strengthen the connection between conceptual understanding and practical action, particularly in the context of professional skill training [19].”
InfluentialDeğirmenci, N., İNEL, Y., & Çetin, T. (2026) · Anadolu Üniversitesi Eğitim Fakültesi Dergisi · doi:10.34056/aujef.1893312
Wang, T., Wong, K.-H., Tseng, Y., & Tarng, W. (2026) · Electronics · doi:10.3390/electronics15132797
Duhaim, S. M. (2026) · Journal of Technology and System Information · doi:10.47134/jtsi.v3i2.5930
Catalogization and systematic analysis of immersive applications for general secondary education
Bohachkov, Y., Носенко, Ю. Г., & Ухань, П. С. (2025) · International Workshop on Augmented Reality in Education (AREdu) · doi:10.55056/ceur-ws.org/vol-4060/paper11.pdf
“Their integration into the educational process contributes to increasing student motivation and engagement [28, 29, 30], improving the assimilation of educational material, understanding of complex topics [29, 30, 31], forming practical skills through simulations, gamification, developing critical…”
Bereczki, E. O., Lehrman, A. L., Takács, Z. K., & Hamari, J. (2026) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2026.102301
Lui, M., Mullally, M., & McEwen, R. N. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10339-z
Metadata
- Authors
- Parong, J., & Mayer, R. E.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Journal of Educational Psychology
- Published
- 2018-08
- Volume
- 110
- Issue
- 6
- Pages
- 785-797
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2792133971
- Semantic Scholar
- dde037402363fde92e5f61c3c1d7f25620e1ef3d
- Cited by
- 1,088
- References
- 70
- Citations by year
- 2026: 202 · 2025: 180 · 2024: 154 · 2023: 147 · 2022: 140 · 2021: 125 · 2020: 93 · 2019: 35 · 2018: 11
- FWCI
- 65.71
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Educational Psychology (publishedVersion, other-oa)
- Funders
- Office of Naval Research (N000141612046)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Online and Blended Learning
- Keywords
- immersive virtual reality, science learning, generative learning strategy, cognitive theory of multimedia learning, interest theory, student motivation, student engagement, biology education, teaching effectiveness
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