Orchestrating iVR technology in an authentic classroom setting and its effects on factual knowledge, comprehension and transfer

Abstract An increasing number of studies has observed that immersive virtual reality (iVR) technology using head-mounted displays (HMDs) can facilitate learning outcomes. However, most studies have been exploratory and were executed in laboratory settings instead of being implemented and orchestrated in authentic teaching settings. Furthermore, iVR design approaches based on learning theories in which learning objectives are in line with relevant curricula are still scarce. Thus, we conducted a study to provide insights from a perspective of instruction in authentic settings. We present the design of an iVR learning application that was aligned with curricula and that includes specific design features to foster relevant learning objectives. Orchestrated with additional learning material and learning activities, the iVR learning application was implemented and evaluated in an authentic teaching setting in the field of electrical engineering at a German vocational school. In order to investigate the effects of a lesson orchestrated around the iVR application, we conducted a study ( n = 29) in a pre-post between-subject design in which we compared learning orchestrated around an iVR experience (iVR group n = 14) with learning in a more traditional setting consisting of a typical group task (control group n = 15). Participants were randomly assigned to one of the two groups; in both conditions, the same content was addressed. We compared group differences regarding four dependent variables: motivation, factual knowledge, comprehension and transfer. In both groups, we observed an increase in knowledge and comprehension. The gain in the iVR group was significantly stronger compared to the control group, but we observed no differences in motivation and transfer. We discuss our findings from a perspective of instruction in authentic settings, along with implications for instructional iVR technology design. Despite the high organizational effort still required to embed iVR technology into a classroom setting, we stress that instructional settings that entail complex cognitive and motor tasks can benefit in particular from agency as one of the main affordances provided by iVR technology. More research should be conducted in these settings, and additional research should focus on which design features make these iVR experiences effective, and how it can be assured that transfer of knowledge is also increased.