Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 × 2 mixed‐methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self‐efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.

中文翻译：

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通过台式机和沉浸式VR学习时研究教学作为一种生成学习策略的效果：一种媒体和方法实验

与传统媒体相比，已经发现用于教育的沉浸式虚拟现实（IVR）模拟可以提高情感效果，但是对学习的影响是混合的。正如反思先前显示的可以增强传统媒体的学习一样，我们研究了适当的反思练习对IVR的功效。在2×2混合方法实验中，89位（61位女性）本科生化学学生通过桌面虚拟现实（DVR）和IVR（媒体条件）了解了电子传输链。每个小组中大约有一半从事成对教学（方法条件）的后续生成学习策略（GLS）。媒体与方法之间的显着相互作用表明，教学的GLS显着改善了转移（d  = 1.26），保留（d = 0.60）和 通过IVR（而非DVR）学习时的自我效能感（d = 0.82）。在研究的第二部分，学生切换了媒体条件，并重复了实验。这次，观察到了对IVR组有利的内在动机（d  = 0.16），知觉享受（d  = 0.94）和在场（d  = 1.29）的重要影响，表明学生在经历了两种媒介条件后都更喜欢IVR 。结果支持以下观点：方法使媒体能够影响学习，并且教学的GLS特别适用于IVR。