Simulation-enhanced learning in film education: immersive virtual reality applications vs. traditional slides for student engagement and concept achievement

Understanding the concepts related to spatial cinematography such as framing height can be a daunting task when it comes to film studies. Conventional teaching methods involving the use of 2D static slides often trigger a split-attention effect and create cognitive fragmentation among students. This research aims to test the impact of immersive virtual reality application (FHVR) on the teaching process of camera framing height, alongside comparing it to traditional 2D static slides. Using random assignment, the research involved undergraduate animation students and evaluated engagement and knowledge gain from both techniques. As per the results of the study, FHVR positively impacted the level of focused attention, esthetic appeal, and reward factor. There was no motion sickness since the stationary observer method was used, and the usability level was similar in both approaches. The difference in information acquisition between 2D slides and FHVR was not statistically significant, despite the virtual application indicating a favorable tendency in post-experiment quiz outcomes.