Abstract
Our research focuses on incorporating narrative immersive virtual reality (IVR) into a classroom setting and assessing its impact when used as pre-training material before a multimedia lesson. Narrative experiences in IVR can be highly informative and affecting; however, our understanding of the educational impact of narratives in IVR is rudimentary. To address this, our study examines the cognitive and affective benefits of utilising a narrative-based IVR experience titled Thin Ice VR, as pre-training for students studying polar history and climate change. To further enhance our understanding of the relationships between IVR design and learning outcomes, key design elements of the narrative IVR experience used in the study are described. A between-groups experiments was conducted with 139 high school students to determine if those that viewed narrative IVR before continuing their learning with multimedia materials would show increased knowledge transfer (achieving a better understanding of the material presented), knowledge acquisition (new knowledge added to memory), engagement, motivation and emotional reaction. Results showed a significant increase in knowledge transfer when narrative IVR was used as pre-training material. However, using narrative IVR as pre-training had minimal impact on knowledge acquisition, engagement and motivation. Afforded by the sense of presence in IVR, the immersive narrative experience was heightened and able to elicit an emotional reaction. Utilising the sense of presence in IVR to place students in the narrative positions IVR as an effective medium for telling stories in classroom settings. When students use narrative IVR before further study, the experience significantly benefits both cognitive and affective learning outcomes.
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Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Acknowledgements
The researchers would like to thank and acknowledge Monkeystack and Shackleton Epic Expeditions, the producers of Thin Ice VR. Thanks are due to the presenter, environmental scientist and polar explorer Tim Jarvis AM. Images (Appendix 2) courtesy of Monkeystack and Shackleton Epic Expeditions. More information about Thin Ice VR can be accessed at www.thinicevr.com.
Funding
The data gathering phase of this research was supported in parts by funds received from the David A. Wilson Award for Excellence in Teaching and Learning, which was created by the Laureate International Universities network to support research focused on teaching and learning. For more information on the award or Laureate, please visit www.laureate.net. The work Thin Ice VR was financed and developed with the assistance of the South Australian Film Corporation, Screen Australia and Adelaide Film Festival. Supported by Kathmandu, One Ocean Expeditions and Documentary Australia. Major partner, Torrens University Australia.
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JC contributed to the conceptualization, formal analysis, investigation, methodology, resources, software, visualization, roles/writing—original draft and writing—review and editing. MH was involved in the supervision and writing—review and editing.
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The lead researcher is the writer and director of Thin Ice VR. The researcher reports no conflict of interest in this research and that the research (data gathering and analysis) was undertaken independent from the developers and financers of the IVR work.
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Appendices
Appendix 1
See Fig.
Production pipeline outlining the key stages from conception to completion
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Appendix 2
See Fig.
Clockwise from top left: Sub-Antarctic location for 360\(^\circ\) filming and photogrammetry (photo courtesy of Miles Rowland); actors filmed on greenscreen; historical artefacts captured with photogrammetry
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Appendix 3
See Table
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Calvert, J., Hume, M. Improving student learning outcomes using narrative virtual reality as pre-training. Virtual Reality 27, 2633–2648 (2023). https://doi.org/10.1007/s10055-023-00830-y
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DOI: https://doi.org/10.1007/s10055-023-00830-y