Declarative knowledge acquisition in immersive virtual learning environments
Abstract
The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N = 115) or investigational group (N = 25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.
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Webster (2016) found that VR-based instruction produced higher declarative knowledge learning gain scores than lecture-based instruction.
“For instance, Webster (2016) found that VR-based instruction produced higher declarative knowledge learning gain scores than lecture-based instruction.”
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 Webster 2016
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- Authors
- Webster, R.
- Affiliations
- Intuitive Research and Technology Corporation (United States) (US)
- Corresponding author
- Webster, Rustin
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2015-01-08
- Volume
- 24
- Issue
- 6
- Pages
- 1319-1333
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W1985149490
- Cited by
- 233
- References
- 22
- Citations by year
- 2026: 11 · 2025: 16 · 2024: 40 · 2023: 29 · 2022: 31 · 2021: 42 · 2020: 36 · 2019: 15 · 2018: 9 · 2017: 4
- FWCI
- 8.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Purdue e-Pubs (Purdue University System) (submittedVersion)
- Funders
- U.S. Department of Defense
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Keywords
- immersive virtual reality, virtual learning environments, lecture method, multimedia teaching, military education, low-cost VR system, learning outcomes
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