Virtual Reality in Self-regulated Learning: Example in Art Domain
Jean-Christophe Sakdavong, Morgane Burgues, Nathalie Huet · 2019
In recent decades, learning devices using virtual reality (VR) environments have evolved rapidly. The potential positive impact of VR has been attributed to two characteristics: immersion, and of interaction with objects in the environment. However, results from the literature have not always shown the presumed benefits and few of them have assessed the effects on self-regulation. This study aims to assess the impact of immersion and on motivation, self-regulation, and performance. Participants had to acquire knowledge about sculptures by visiting a 3D virtual museum and then recall this knowledge. The participants were divided into four independent groups. They were: #1 In strong immersion (with VR headset) and active (control of interaction); #2 In strong (VR) and passive (non-interaction control) conditions; #3 In low immersion (tablet) and active conditions; #4 In low and passive immersion conditions. Intrinsic motivation and emotion were evaluated by a questionnaire, self-regulation was identified by behavioral indicators and performance was evaluated through a gap-fill exercise. Results showed that the control feature had a positive impact on performance, unlike immersion. Also, neither immersion nor had an impact on motivation. However, immersion and had a partial impact on self regulation. Educational implications will be discussed.