Man Su
Highlights
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Embodiment is expected to play a key role in learning in VR. We run a randomized control trial to determine how the two factors of embodiment (low versus high) and platform (2D PC versus 3D Virtual Reality (VR)) affected STEM learning.
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A total of 214 undergraduate participants were randomly assigned to four conditions in a 2 x 2 design with pretests and posttests. The low embodied groups did not control the virtual net in the natural selection game, they observed a playback of butterflies being captured. All groups showed significant content knowledge gains in the post-test scores.
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There was a main effect of the embodiment; the active groups that controlled the virtual net learned more content. There was not a main effect of the platform on learning.
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However, there was an intriguing interaction of embodiment by platform by test time revealing that the low embodied VR group learned the least (ES= .38), while the high embodied VR group learned the most (ES=1.07). The low embodied VR players may have expected to have more agency and control over the game mechanics, and playing in the observational mode was infelicitous for learning.
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The PC condition was not significantly affected when in the more passive/observational mode. Players in the 2D PC condition may be more accustomed to low embodied learning, e.g., watching playback videos on monitors.
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Learning Design Principle: Noninteractive objects and videos in VR should be used judiciously and designers are encouraged to make the 3D VR content manipulable and interactive.