实验教学是培养学生科学素养和创新能力的重要途径,而沉浸式虚拟现实(Immersive virtual reality,IVR)在创新科学实验教学方式方面展现出巨大潜力.尽管IVR环境增强了学习者在学习活动中的临场感,但同时也增加了他们的认知负荷.当前的研究尚未明确临场感和认知负荷在IVR环境中如何共同作用并影响学习效果.为此,研究聚焦于科学实验情境,从多个维度细致考察学习者在IVR实验学习中的临场感和认知负荷体验,采用主观报告的方式,收集了 95名大学生的IVR实验体验数据,并采用偏最小二乘结构方程建模(partial least squares structural equa-tion modelling)方法进行数据分析,揭示IVR实验学习中临场感和认知负荷之间的复杂关系.研究发现,物理和自我临场感会通过激发关联认知负荷提升实验学习效果;来自教学设计的外部认知负荷会通过削弱物理临场感体验降低学习效果;来自交互设计的外部认知负荷会通过削弱自我临场感体验降低学习效果.上述研究发现为IVR实验内容设计和IVR支持的科学实验教学提供了重要启示.
How Immersive Virtual Reality Empowers Science Laboratory Learning—The Balance between Presence and Cognitive Load
Laboratory teaching is a crucial approach for cultivating students'scientific literacy and innovative capabilities,and immersive virtual reality(1VR)has shown great potential in this area.While IVR provides learners with a strong sense of presence that supports learning,it can also lead to increased cognitive load.How presence and cognitive load interact to impact students'learning outcomes in an IVR environment remains unclear.This study addresses this question by examining learners'experiences of presence and cognitive load in IVR-based laboratory settings from multiple angles.Data were collected through self-reports from 95 university students,and partial least squares structural equation modelling was used for analysis to uncover the complex relationship between presence and cognitive load in IVR-based lab learning.The findings indicate that physical and self-presence enhance learning out-comes by prompting germane cognitive load.In contrast,extraneous cognitive load arising from instructional design can reduce physi-cal presence,thereby negatively impacting learning outcomes.Similarly,extraneous cognitive load from interaction design can dimin-ish self-presence,leading to poorer learning outcomes.These findings offer valuable insights guidance for designing effective IVR-based lab content and instructional strategies.
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