Engaging University Students in a Library Guide through Wearable Spherical Video-Based Virtual Reality: Effects on Situational Interest and Cognitive Load
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ERIC Institute of Education Sciences
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| Autori principali: | , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2021
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| _version_ | 1867181253489328128 |
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| author | Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung |
| author_facet | Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung |
| collection | Education Resources Information Center |
| contents | Engaging University Students in a Library Guide through Wearable Spherical Video-Based Virtual Reality: Effects on Situational Interest and Cognitive Load Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung College Students Library Instruction Student Interests Cognitive Processes Difficulty Level Academic Libraries Educational Technology Computer Simulation Transformative Learning Learning Motivation Video Technology Situated Learning Assistive Technology This study aimed to investigate differences in students' situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of "Novelty" and "Challenge" (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students' way of learning, improving traditional learning, and enhancing students' understanding of content and learning motivation. |
| format | Recurso educativo Open Access |
| id | eric_EJ1324114 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Engaging University Students in a Library Guide through Wearable Spherical Video-Based Virtual Reality: Effects on Situational Interest and Cognitive Load Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung College Students Library Instruction Student Interests Cognitive Processes Difficulty Level Academic Libraries Educational Technology Computer Simulation Transformative Learning Learning Motivation Video Technology Situated Learning Assistive Technology Engaging University Students in a Library Guide through Wearable Spherical Video-Based Virtual Reality: Effects on Situational Interest and Cognitive Load Lin, Hota Chia-Sheng Yu, Shih-Jou Sun, Jerry Chih-Yuan Jong, Morris Siu Yung College Students Library Instruction Student Interests Cognitive Processes Difficulty Level Academic Libraries Educational Technology Computer Simulation Transformative Learning Learning Motivation Video Technology Situated Learning Assistive Technology This study aimed to investigate differences in students' situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of "Novelty" and "Challenge" (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students' way of learning, improving traditional learning, and enhancing students' understanding of content and learning motivation. |
| title | Engaging University Students in a Library Guide through Wearable Spherical Video-Based Virtual Reality: Effects on Situational Interest and Cognitive Load |
| topic | College Students Library Instruction Student Interests Cognitive Processes Difficulty Level Academic Libraries Educational Technology Computer Simulation Transformative Learning Learning Motivation Video Technology Situated Learning Assistive Technology |
| url | https://eric.ed.gov/?id=EJ1324114 |