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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In the citing paper
“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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ResultMedienentwicklung und Medienpädagogik: Virtual Reality und Augmented Reality
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Virtual reality technologies in the educational process: Prospects and dangers
Smirnov, A. S., Fadeev, K. A., Alikovskaia, T., Tumyalis, A. V., & Golokhvast, K. S. (2020) · Informatics and Education · doi:10.32517/0234-0453-2020-35-6-4-16 · Cited by 4
Why Not More Virtual Reality in Higher Ed Teaching and Learning?
Lai, N. Y. G., Wei, S., Halim, D., Fow, K. L., Kang, H. S., & Yu, L. J. (2021) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale52509.2021.9678523 · Cited by 5
“The technology features and details may overwhelm the learners' cognitive load leading to less learning of the essential content [38, 39].”
BackgroundWork-in-Progress–Motion Tracking Data as a Proxy for Cognitive Load in Immersive Learning
Moser, I., Comşa, I.-S., Parsaeifard, B., & Bergamin, P. B. (2022) · International Conference of the Immersive Learning Research Network (iLRN) · doi:10.23919/ilrn55037.2022.9815894 · Cited by 5
Alnagrat, A. J. A., Ismail, R. C., & Idrus, S. Z. S. (2023) · AIP conference proceedings · doi:10.1063/5.0127818 · Cited by 4
Cowan, P., & Farrell, R. (2023) · Digital · doi:10.3390/digital3030016 · Cited by 4
“The The use of text labels in VR resources, as suggested by Mayer [45], served as a helpful tool for summarising and focusing learners’ a tt ention on key learning goals, reducing the cognitive load [46] associated with distractions and super fl uous information, and encouraging the generative…”
MethodInfluentialExploring the use of a digital anatomy learning platform in a second‐year medical student cohort
Foiret, J. R., & Volschenk, M. (2024) · Anatomical Sciences Education · doi:10.1002/ase.2384 · Cited by 5
VR Technology in an Engaging Early Childhood Teacher Education
Tveiterås, N. C., & Bjørner, T. (2024) · Perspectives in cultural-historical research · doi:10.1007/978-3-031-59785-5_23 · Cited by 4
Zheng, R. Z., & Greenberg, K. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-3250-8.ch006 · Cited by 4
StoryVR: A Virtual Reality App for Enhancing Reading
Pianzola, F., & Deriu, L. (2020) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-52287-2_29 · Cited by 4
Ebnali, M., Lamb, R. L., & Fathi, R. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2002.07968 · Cited by 4
“quently higher knowledge score, increasing the level of immersion in high-fidelity VR only heightened the sense of presence and did not lead to more learning. Recent findings in immersive VR learning [69, 70, 71, 72] suggest that increasing the level of immersion (and presence) in virtual environments (VEs) does not n…”
BackgroundEmerging Technologies in Education for Sustainable Development
Sung, A., Leong, K., & Cunningham, S. (2021) · Encyclopedia of the UN sustainable development goals · doi:10.1007/978-3-319-95963-4_61 · Cited by 4
Bridging the Headset: Engagement, Collaboration, and Learning in and around Virtual Reality
Tärning, B., Gulz, A., & Nirme, J. (2024) · PRESENCE Virtual and Augmented Reality · doi:10.1162/pres_a_00420 · Cited by 3
“There are results showing beneficial effects for learning in VR (Alhalabi, 2016; Webster, 2016; Maresky et al., 2019; Yoganathan et al., 2018; de Boer et al., 2016) while others do not show such results (Makransky et al., 2019; Parong & Mayer, 2018; Mayer et al., 2022).”
BackgroundPham, T., Hwang, W., & Pham, X. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13023 · Cited by 3
Eisman, J. I., Ji, H., Han, I., & Patterson, T. J. (2025) · The Journal of Social Studies Research · doi:10.1177/23522798251343311 · Cited by 3
Ren, H., Wu, M., Croisdale, G. T., Guo, A., & Wang, X. (2025) · Designing Interactive Systems Conference · doi:10.1145/3715336.3735788 · Cited by 4
Markowitz, D. M., Harari, G. M., Han, E., DeVeaux, C., Bailenson, J. N., & Miller, M. R. (2025) · PRESENCE Virtual and Augmented Reality · doi:10.1162/pres.a.11 · Cited by 3
Past lives, present learners: Future directions for history education in virtual reality
Mulders, M., Träg, K. H., Kaninski, L., & Rahner, L. (2025) · Computers & Education X Reality · doi:10.1016/j.cexr.2025.100114 · Cited by 3
Edisherashvili, N., Saks, K., Kallas, K., Pedaste, M., & Leijen, Ä. (2025) · Review of Education · doi:10.1002/rev3.70110 · Cited by 5
Ursachi, T. M., Brezoaie, R.-E., & Dascălu, M.-I. (2025) · IEEE International Conference on Blockchain, Smart Healthcare and Emerging Technologies (SmartBlock4Health) · doi:10.1109/smartblock4health64843.2025.11189574 · Cited by 3
“The requirement for well-designed educational scaffolding was also highlighted by Parong and Mayer, who evaluated immersive VR in a chemistry context and discovered that although students reported enhanced engagement, cognitive overload dampened learning gains [14].”
Patil, K. R., Ayer, S. K., Bhandari, S., Hallowell, M. R., & Perry, L. (2025) · Construction Innovation · doi:10.1108/ci-01-2025-0014 · Cited by 8
Factors affecting collaborative learning in the virtual world of the metaverse
Li, Z. R.-Y., & Chen, C.-H. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2589937 · Cited by 3
“These embodied interactions and realistic experiences further enable learners to explore and construct knowledge (Moro et al., 2017; Parong & Mayer, 2018; Slater & Sanchez-Vives, 2016).”
Tieri, G., da Costa, A. L. C., Zabberoni, S., Tenaglia, E., & Simone, M. S. D. (2025) · Brain Sciences · doi:10.3390/brainsci15121289 · Cited by 4
“This preference is often attributed to increased motivation [41,42,44], more intuitive action control, and greater enjoyment associated with task fulfillment, e.g., [45].”
Zou, N., Chen, Y., Chen, P., & Gong, Q. S. (2025) · Design and Artificial Intelligence · doi:10.1016/j.daai.2025.100052 · Cited by 5
Wolf, M., Herstätter, P., Rantschl, M., Ramsauer, C., & Magana, A. J. (2025) · Computers & Education X Reality · doi:10.1016/j.cexr.2025.100125 · Cited by 13
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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