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42 - Multimedia Learning in Virtual and Mixed Reality

from Part VIII - Multimedia Learning with Media

Published online by Cambridge University Press:  19 November 2021

By
Jocelyn Parong
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

This chapter reviews media comparison research on the effects of various immersive technologies, including virtual reality and two types of mixed reality, augmented reality and augmented virtuality, on learning outcomes, as well as some boundary conditions for these effects. In sum, previous meta-analyses report that low immersion virtual reality (d = .22–.41) and low immersion augmented reality (d = .46–.68) improve learning outcomes compared to other instructional media, with small-to-medium-sized effects. However, high immersion virtual reality (median d = .10) and high immersion augmented reality (median d = .16) are less promising. Research on augmented virtuality is sparse, but shows positive effects on learning (median d = .45) based on a few studies. Theoretical implications of these immersive technologies regarding cognitive frameworks, as well as their practical implications on the future of technology in the classroom, are discussed.

Keywords

virtual realityaugmented realitymixed realitymedia comparison researchaugmented virtuality
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 498 - 509
Publisher: Cambridge University Press
Print publication year: 2021

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