The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the t...

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Autores principales:	Qinna Feng, Heng Luo, Wenhao Li, Ying Chen, Jiakai Zhang
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	virtual reality debriefing instructional design learning outcomes experimental design Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
Acceso en línea:	https://doaj.org/article/eb46aef29d774667acbed84f631c11a6
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id	oai:doaj.org-article:eb46aef29d774667acbed84f631c11a6
record_format	dspace
spelling	oai:doaj.org-article:eb46aef29d774667acbed84f631c11a62021-11-11T15:24:10ZThe Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research10.3390/app1121104262076-3417https://doaj.org/article/eb46aef29d774667acbed84f631c11a62021-11-01T00:00:00Zhttps://www.mdpi.com/2076-3417/11/21/10426https://doaj.org/toc/2076-3417With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.Qinna FengHeng LuoWenhao LiYing ChenJiakai ZhangMDPI AGarticlevirtual realitydebriefinginstructional designlearning outcomesexperimental designTechnologyTEngineering (General). Civil engineering (General)TA1-2040Biology (General)QH301-705.5PhysicsQC1-999ChemistryQD1-999ENApplied Sciences, Vol 11, Iss 10426, p 10426 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	virtual reality debriefing instructional design learning outcomes experimental design Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
spellingShingle	virtual reality debriefing instructional design learning outcomes experimental design Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999 Qinna Feng Heng Luo Wenhao Li Ying Chen Jiakai Zhang The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
description	With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.
format	article
author	Qinna Feng Heng Luo Wenhao Li Ying Chen Jiakai Zhang
author_facet	Qinna Feng Heng Luo Wenhao Li Ying Chen Jiakai Zhang
author_sort	Qinna Feng
title	The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
title_short	The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
title_full	The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
title_fullStr	The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
title_full_unstemmed	The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research
title_sort	moderating effect of debriefing on learning outcomes of ivr-based instruction: an experimental research
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/eb46aef29d774667acbed84f631c11a6
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The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

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