Chiquet, Sandra; Martarelli, Corinna; Weibel, David; Mast, Fred W. (2023). Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes. Learning and instruction, 84(84), p. 101716. Elsevier 10.1016/j.learninstruc.2022.101716
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Chiquet_Martarelli_Weibel_Mast_Learning_by_Teaching_in_Immersive_Virtual_Reality.pdf - Published Version Available under License Creative Commons: Attribution-Noncommercial-No Derivative Works (CC-BY-NC-ND). Download (1MB) | Preview |
We investigated the learning outcome of teaching an agent via immersive virtual reality (IVR) in two experiments. In Experiment 1, we compared IVR to a less immersive desktop setting and a control condition (writing a summary). Learning outcomes of participants who had explained the topic to an agent via IVR were better. However, this was only the case for participants who scored high on absorption tendency. In Experiment 2, we investigated whether including social cues in the task instructions enhances learning in participants explaining a topic to an agent. Instruction manipulation affected learning as a function of absorption tendency: Low-absorption participants benefitted most from being instructed to imagine they were helping a student peer pass an upcoming test, while high-absorption participants benefitted more when they were to explain the text to a virtual agent. The findings highlight the crucial role of personality traits in learning by teaching in IVR.
Item Type: |
Journal Article (Original Article) |
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Division/Institute: |
07 Faculty of Human Sciences > Institute of Psychology 07 Faculty of Human Sciences > Institute of Psychology > Cognitive Psychology, Perception and Methodology 07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology |
UniBE Contributor: |
Chiquet, Sandra, Martarelli, Corinna, Weibel, David, Mast, Fred |
Subjects: |
100 Philosophy > 150 Psychology |
ISSN: |
0959-4752 |
Publisher: |
Elsevier |
Language: |
English |
Submitter: |
David Weibel |
Date Deposited: |
15 Feb 2023 15:18 |
Last Modified: |
19 Feb 2023 02:19 |
Publisher DOI: |
10.1016/j.learninstruc.2022.101716 |
BORIS DOI: |
10.48350/178835 |
URI: |
https://boris.unibe.ch/id/eprint/178835 |
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