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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BackgroundFerebee, D. M., Blakemore, J. L., Kelly, M., Parker, Z. B., Zhou, M., White, T., Dahani, F., & Webster, J. (2024) · Journal of The Colloquium for Information Systems Security Education · doi:10.53735/cisse.v11i1.184 · Cited by 1
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Beyond Comparing Learning Technologies: Experiencing Flow in Virtual Reality
Mulders, M. (2024) · Cognition and exploratory learning in the digital age · doi:10.1007/978-3-031-54207-7_3 · Cited by 1
Mehta, R., Santacruz, C., & Lischy, B. (2024) · Aresty Rutgers Undergraduate Research Journal · doi:10.14713/arestyrurj.v1i5.239 · Cited by 1
“…supports the cognitive theory of multimedia learning and demonstrates the value of generative learning (learning both physically and cognitively actively in organizing and integrating new information into existing knowledge structures) strategies in immersive VR environments (Parong, Mayer, 2018).”
BackgroundCHALLENGES OF IMPLEMENTING VIRTUAL REALITY TECHNOLOGIES IN SECONDARY EDUCATION INSTITUTIONS
SABODASHKO, I., & HOROKHIVSKA, T. (2024) · Humanities science current issues · doi:10.24919/2308-4863/73-3-44 · Cited by 1
Washington, J., Pande, P., Ramasamy, P., Moeller, M. E., & Mojsoska, B. (2024) · IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) · doi:10.1109/vrw62533.2024.00269 · Cited by 1
“Extant literature demonstrates the potential of VR’s cognitive and affective learning effectiveness in STEM education, particularly highlighting how it helps improve comprehension, retention, problem solving abilities, transfer, and interest and engagement [1].”
BackgroundKorlapati, S., Seals, C., Akula, S. C., Sargsyan, N., Kim, J., & Miletić, M. (2024) · International Conference of the Immersive Learning Research Network (iLRN) · doi:10.56198/u6c0wh0hy · Cited by 1
“Additionally, immersive VR has been identified as a potent tool for stimulating cognitive experiences in engineering students, particularly when integrated with generative learning strategies [11].”
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Rajassekharan, D., & Vivekanandam, B. (2024) · Journal of Trends in Computer Science and Smart Technology · doi:10.36548/jtcsst.2024.2.008 · Cited by 1
Creating a Virtual Scene Using Photogrammetric 3D Models and Simulating a Security Task
Holuša, V., Beneš, F., Staša, P., Švub, J., Hrbáček, L., & Fišerova, R. (2024) · EAI/Springer Innovations in Communication and Computing · doi:10.1007/978-3-031-59238-6_11 · Cited by 1
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“However, recent empirical studies revealed that VR-based learning might not always yield positive learning outcomes and might even negatively affect learners (Makransky et al., 2019; Parong & Mayer, 2018).”
Patrick, R. N. C., Lee, T., Desmit, Z., & Carter, N. (2025) · IISE Transactions on Occupational Ergonomics and Human Factors · doi:10.1080/24725838.2025.2449979 · Cited by 1
“…domains that require similar cognitive responsibilities to that of the ATC/ATM environment have begun utilizing immersive technologies to aid in some aspects of training (Dawley & Dede, 2014; Makransky et al., 2019b; 2019c; Parong & Mayer, 2018; Standen & Brown, 2006; van Ginkel et al., 2019).”
InfluentialFan, H., & Zhang, X. (2024) · International Conference on Big Data Economy and Information Management (BDEIM) · doi:10.1145/3724154.3724172 · Cited by 1
“…by visualizing phenomena and enabling interactions that are hardly available in real-world scenarios; these tools are considered a significant part of education because they have the potential to enrich the approaches of pedagogy and better engage the students in the educational process [3].”
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360 VR (virtual reality) Educator: Transforming teachers into interactive content creators
Bhagat, K. K., Wang, T., & Jha, N. K. (2025) · Australasian Journal of Educational Technology · doi:10.14742/ajet.10145 · Cited by 3
ILSA – Konzept und Implementierung eines integrierten Lernstil-Analysesystems fur Moodle
Judel, S., Röpke, R., Žarić, N., & Schroeder, U. (2019) · Gesellschaft für Informatik (GI) · doi:10.18420/delfi2019-ws-101 · Cited by 1
Mining Academic Data to Support Students’ Advisors: A Preliminary Study
Egbers, L., Merceron, A., & Wagner, S. (2019) · Gesellschaft für Informatik (GI) · doi:10.18420/delfi2019-ws-102 · Cited by 1
Improve Students’ Learning Experience in General Chemistry Laboratory Courses
Sheng, Y., & Zhao, F. (2021) · Lecture notes in computer science · doi:10.1007/978-3-030-77414-1_7 · Cited by 1
Wohnungsabnahmen virtuell trainieren
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Immersive Futures – Collaborative Creation of 360-Degree Videos for Occupational Education
Köhler, M., Wonneberger, A., & Stelzig-Willutzki, S. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-16538-2_17 · Cited by 1
Comparison of Knowledge Change in a Virtual Reality Simulation Across Four Platform Technologies
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Муратовна, П. Л., Zapekin, S. G., Shnaider, G. V., Naumov, Z. A., Kamenskih, E. M., & Titova, M. A. (2023) · Russian neurological Journal · doi:10.30629/2658-7947-2022-27-6-5-12 · Cited by 1
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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