This paper reports on a study aiming at examining the effects of virtual reality and animations on students’ perceived learning. The study was conducted as an exploratory case study in virtual reality-based and animation-based environments. Participants were 12, 4th grade elementary school students enrolled at a public Science and Art Center. The data in the study were obtained by interview and observation method. The findings of the study presented according to the readiness, learning performances, affective gains and interaction in terms of perceived learning. While immersion is found as a positive feature that is robust in virtual reality-based environment, limited interactivity somewhat negatively influenced perceived learning in animation-based learning environment. While virtual reality-based learning environment provided high student-content interaction, surprisingly this caused some un-realistic perceptions of students about their own learning. The study also informed designers on the relations between perceived learning, learning performances and design features of virtual reality and animation-based learning environments.

本文报告了一项旨在检验虚拟现实和动画对学生感知学习的影响的研究。该研究是在基于虚拟现实和基于动画的环境中作为探索性案例研究进行的。参加者是来自公共科学与艺术中心的12名小学四年级学生。研究中的数据是通过访谈和观察方法获得的。这项研究的结果是根据准备性，学习表现，情感收获以及在感知学习方面的相互作用来呈现的。虽然沉浸被认为是在基于虚拟现实的环境中很强大的积极功能，但有限的交互性在基于动画的学习环境中对感知的学习产生了一定的负面影响。尽管基于虚拟现实的学习环境提供了高水平的学生与学生互动，但令人惊讶的是，这导致了学生对自己的学习有一些不切实际的看法。该研究还为设计师提供了有关感知学习，学习表现和虚拟现实与基于动画的学习环境的设计特征之间的关系的信息。