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)
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Citations
Cites
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Self-citationMayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Self-citation(2008) · Cited by 6,939
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Reconsidering Research on Learning from Media
Clark, R. E. (1983) · Review of Educational Research · doi:10.3102/00346543053004445 · Cited by 2,715
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.07.033 · Cited by 2,109
Academic self-efficacy and first year college student performance and adjustment.
Chemers, M. M., Hu, L.-T., & Garcia, B. F. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.55 · Cited by 2,031
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Self-citationMedia will never influence learning
Clark, R. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299088 · Cited by 1,893
Zimmerman, B. J., & Martinez-Pons, M. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.51 · Cited by 1,825
Scientific Research in Education
National Research Council (2002) · National Academies Press eBooks · doi:10.17226/10236 · Cited by 1,766
Interest and effort in education.
DEWEY, J. M. (1913) · Houghton Mifflin eBooks · doi:10.1037/14633-000 · Cited by 1,449
Mayer, R. E., Heiser, J., & Lonn, S. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.187 · Cited by 1,029
Self-citationGenerative Processes of Comprehension
Wittrock, M. (1989) · Educational Psychologist · doi:10.1207/s15326985ep2404_2 · Cited by 978
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001) · Cognition and Instruction · doi:10.1207/s1532690xci1902_02 · Cited by 912
Self-citationHow seductive details do their damage: A theory of cognitive interest in science learning.
Harp, S. F., & Mayer, R. E. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.3.414 · Cited by 855
Self-citationEight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832
Self-citationSelf-efficacy and achievement behaviors
Schunk, D. H. (1989) · Educational Psychology Review · doi:10.1007/bf01320134 · Cited by 820
Interaction of Media, Cognition, and Learning
Salomon, G. (2012) · Routledge eBooks · doi:10.4324/9780203052945 · Cited by 765
Mayer, R. E., & Chandler, P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.390 · Cited by 762 · cited 1×
“The segmenting principle states that people learn better when the lesson is presented in user-directed segments, rather than as a continuous unit, particularly when learning the steps in a process (Lee, Plass, & Homer, 2006; Mayer & Chandler, 2001; Mayer, Dow, & Mayer, 2003).”
BackgroundSelf-citationInterest as a predictor of academic achievement: A meta-analysis of research.
Schiefele, U., Krapp, A., & Winteler, A. (1992) · Psychology Press eBooks · doi:10.4324/9781315807430-18 · Cited by 684
The evolution of American educational technology
Saettler, L. P. (1990) · Medical Entomology and Zoology · Cited by 616
Hew, K. F., & Cheung, W. S. (2008) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2008.00900.x · Cited by 581
When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.
Mayer, R., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.64 · Cited by 534
Self-citationMoreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.117 · Cited by 530 · cited 1×
“The coherence principle states that people learn better when extraneous words (Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Mayer & Jackson, 2005), sounds (Moreno & Mayer, 2000), and pictures (Harp & Mayer, 1997, 1998; Mayer, Heiser, & Lonn, 2001) are excluded rather than included.”
BackgroundSelf-citationSituational and Individual Interest
Schiefele, U. (2009) · publish.UP (University of Potsdam) · doi:10.4324/9780203879498-16 · Cited by 530
Harp, S. F., & Mayer, R. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.92 · Cited by 508
Self-citationPeer models: Influence on children's self-efficacy and achievement.
Schunk, D. H., & Hanson, A. R. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.3.313 · Cited by 486
Learning with desktop virtual reality: Low spatial ability learners are more positively affected
Lee, E. A. L., & Wong, K. W. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.07.010 · Cited by 483
Learning from text, levels of comprehension, or: Why anyone would read a story anyway
Kintsch, W. (1980) · Poetics · doi:10.1016/0304-422x(80)90013-3 · Cited by 464
Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.11.4.256 · Cited by 462
Self-citationMayer, R. E., Dow, G. T., & Mayer, S. A. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.4.806 · Cited by 425
Self-citationMayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.013 · Cited by 409
Self-citationLearning science through computer games and simulations
(2012) · Choice Reviews Online · doi:10.5860/choice.49-3391 · Cited by 401
Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding
Fiorella, L., & Mayer, R. E. (2015) · doi:10.1017/cbo9781107707085 · Cited by 388
Self-citationEngaging students in active learning: The case for personalized multimedia messages.
Moreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.724 · Cited by 371
Self-citationPersonalized Messages That Promote Science Learning in Virtual Environments.
Moreno, R., & Mayer, R. E. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.1.165 · Cited by 370
Self-citationMayer, R. E. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.017 · Cited by 345
Self-citationRevising the redundancy principle in multimedia learning.
Mayer, R. E., & Johnson, C. I. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.2.380 · Cited by 316
Self-citationPietsch, J., Walker, R., & Chapman, E. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.3.589 · Cited by 302
Harp, S. F., & Mayer, R. E. (1997) · Journal of Educational Psychology · doi:10.1037//0022-0663.89.1.92 · Cited by 299
Self-citationMayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.012 · Cited by 295
Self-citationMotivation and Classroom Learning
Pintrich, P. R. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0706 · Cited by 287
Skill transfer from virtual reality to a real laparoscopic task
Torkington, J., Smith, S. G. T., Rees, B. I., & Darzi, A. W. (2001) · Surgical Endoscopy · doi:10.1007/s004640000233 · Cited by 254
Generative processes in reading comprehension.
Doctorow, M., Wittrock, M., & Marks, C. (1978) · Journal of Educational Psychology · doi:10.1037/0022-0663.70.2.109 · Cited by 247
Declarative knowledge acquisition in immersive virtual learning environments
Webster, R. (2016) · Interactive Learning Environments · doi:10.1080/10494820.2014.994533 · Cited by 233
Optimizing cognitive load for learning from computer-based science simulations.
Lee, H., Plass, J. L., & Homer, B. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.4.902 · Cited by 227
Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D. (2008) · Journal of Experimental Psychology Applied · doi:10.1037/a0013835 · Cited by 213
Self-citationGenerative effects of note-taking during science lectures.
Peper, R. J., & Mayer, R. E. (1986) · Journal of Educational Psychology · doi:10.1037/0022-0663.78.1.34 · Cited by 208
Self-citationNarrative games for learning: Testing the discovery and narrative hypotheses.
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012) · Journal of Educational Psychology · doi:10.1037/a0025595 · Cited by 207
Self-citationSchunk, D. H., & Pajares, F. (2009) · doi:10.4324/9780203879498-9 · Cited by 190
The Effect of Instructional Explanations on Learning From Scientific Texts
Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0604_1 · Cited by 173
A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach
McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2016) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.2017010103 · Cited by 173
Self-citationRichards, D., & Taylor, M. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.03.009 · Cited by 146
Overview of Instructional Techniques to Facilitate Learning and Motivation of Serious Games
Wouters, P., & van Oostendorp, H. (2016) · Springer eBooks · doi:10.1007/978-3-319-39298-1_1 · Cited by 116
Computer Games for Learning: An Evidence-Based Approach
Mayer, R. E. (2014) · Cited by 111
Self-citationLearning as a Generative Activity: Eight Learning Strategies that Promote Understanding
Fiorella, L., & Mayer, R. E. (2015) · Cited by 109
Self-citationHow interest affects learning from text.
Wade, S. E. (1990) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 103
Swaak, J., de Jong, T., & van Joolingen, W. (2004) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2004.00092.x · Cited by 89
Empirical Methods for Evaluating Educational Interventions
(2005) · Elsevier eBooks · doi:10.1016/b978-0-12-554257-9.x5000-1 · Cited by 79
Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments
Kozhevnikov, M., Gurlitt, J., & Kozhevnikov, M. (2013) · Journal of Science Education and Technology · doi:10.1007/s10956-013-9441-0 · Cited by 77
Oral summary as a review strategy for enhancing recall of textual material.
Ross, S. M., & Vesta, F. J. D. (1976) · Journal of Educational Psychology · doi:10.1037/0022-0663.68.6.689 · Cited by 69
Paper-based aids for learning with a computer-based game.
Fiorella, L., & Mayer, R. E. (2012) · Journal of Educational Psychology · doi:10.1037/a0028088 · Cited by 66
Self-citationImproving academic learning from computer-based narrative games
Pilegard, C., & Mayer, R. E. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2015.12.002 · Cited by 64
Self-citationLearning stoichiometry: a comparison of text and multimedia formats
Evans, K. L., Yaron, D., & Leinhardt, G. (2008) · Chemistry Education Research and Practice · doi:10.1039/b812409b · Cited by 56
Ligorio, M. B., & van Veen, K. (2006) · Cited by 47
Clark, R. E. (2001) · Cited by 37
Learning from Dynamic Visualization
Lowe, R., & Ploetzner, R. (2017) · Springer eBooks · doi:10.1007/978-3-319-56204-9 · Cited by 36
Sourin, A., Sourina, O., & Prasolova‐Førland, E. (2006) · Journal of Cases on Information Technology · doi:10.4018/jcit.2006100105 · Cited by 26
Student-Generated Paragraph Summaries and the Information-Processing Theory of Prose Learning
Annis, L. F. (1985) · The Journal of Experimental Education · doi:10.1080/00220973.1985.10806390 · Cited by 18
Flagged first, then by citations
Cited by
Sorted by citations
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103778 · Cited by 3,585
“…to relevant incoming information), organizing (i.e., mentally arranging the information into a coherent structure), and integrating (i.e., connecting the verbal and pictorial representations with one another and with relevant prior knowledge activated from long-term memory) (Parong & Mayer, 2018).”
BackgroundMethodInfluentialMakransky, G., & Petersen, G. B. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09586-2 · Cited by 1,438
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2020) · Journal of Computers in Education · doi:10.1007/s40692-020-00169-2 · Cited by 1,432
A review of immersive virtual reality serious games to enhance learning and training
Checa, D., & Bustillo, A. (2019) · Multimedia Tools and Applications · doi:10.1007/s11042-019-08348-9 · Cited by 721
Wu, B., Yu, X., & Gu, X. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.13023 · Cited by 640
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
