Effects of annotations and quizzes in a classroom-based immersive virtual field trip

Immersive virtual reality, and especially virtual field trips, can spark learners’ interest and promote the learning of STEM content. However, immersive virtual reality can also increase visual and navigational demands, which may elevate cognitive load and complicate the use of conventional study strategies. To overcome these challenges, research is needed to determine which instructional support measures make learning in VR more effective. Among support methods that may be suitable for VR in STEM education are annotations (i.e., labeling of important terms) and quizzes (i.e., self-assessment through questions). We conducted an experiment with N = 126 10th graders in a school setting. Participants engaged in a science learning environment with explanatory figures and auditory explanations. The experiment used a 2 × 2 factorial approach, with annotations and quizzes as the two instructional support conditions. We used a recall and a comprehension knowledge test, a cognitive load scale, and a simulation sickness survey as instruments. Annotations enhanced only recall knowledge, indicating that they can promote lower cognitive knowledge levels. Quizzes, on the other hand, did not impact the learning of either type of knowledge. We also investigated the extent to which annotations and quizzes affect the feeling of presence and different facets of cognitive load. Quizzes reduced the feeling of presence significantly while neither annotations nor quizzes impacted cognitive load. However, our results indicate strong effects of covariates respectively cyber sickness and prior knowledge. These suggest that the underlying learning processes and side effects of framing conditions have to be further analyzed in detail. • This study describes an immersive virtual field trip in a real classroom setting. • Learners worked during a regular lecture with VR headsets. • Students acquired comprehensive knowledge about wastewater treatment in 35 min. • Annotations enhanced recall knowledge and quizzes reduced the feeling of presence. • Strong effects of covariates like cyber sickness and prior knowledge were found.