Publication: The Effectiveness Of Virtual Reality Classroom With Different Immersive Levels On Learning Achievement, Cognitive Load, And Self-Efficacy Among Students With Different Spatial Ability
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Date
2025-03
Authors
Wang, Jiawei
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Abstract
In chinese higher education, packaging design is one of the few courses involving two-dimensional and three-dimensional objects, and most design colleges have listed it as a compulsory subject for students of visual communication design. The purpose of this study was to design and develop an virtual reality classroom (vrc) application to explore the effects of two virtual reality environments with different immersive levels on learning achievement, cognitive load, and self-efficacy of students with different spatial abilities (hsa and lsa). A 2 x 2 quasi-experimental factorial design was adopted in this study. The independent variables involved in learning the packaging design course were the two immersive levels of vrc, namely high immersion level (hil) and low immersion level (lil). The students' spatial ability was used as a moderator variable in the study, while the dependent variables were their learning achievement, cognitive load, and self-efficacy. The sample of this study was 124 students from four classes in a certain university in southern china, and all participants were divided into either an experimental group (hil) or a control group (lil). Using the pre-test scores of these students as parameters, analysis of covariance (ancova) was used to determine whether there were significant differences in the learning achievement, cognitive load, and self-efficacy between the two groups of students.
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Cognitive learning