Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate this issue. In the current study, one hundred and four fifth-grade students were randomly assigned to four experimental conditions with two different presentation formats (redundant and non-redundant) and two learning environments (lab and VR classroom). The retention test scores, cognitive load, and performance efficiency were used as dependent variables. The results revealed that the redundancy effect occurred in the lab environment and the reverse redundancy effect occurred in the VR classroom environment. In the lab environment, participants who had learned with non-redundant materials demonstrated better learning performance than those who had learned with redundant materials. On the contrary, the results were reversed in the VR classroom environment. The programmed interferences in the VR classroom are suggested as the main factor influencing the results.

冗余效应已在许多受控实验研究中进行了研究，但是很少研究相同的冗余材料是否会在课堂上产生不同的结果，这是学生学习的主要场所。考虑到在课堂环境中控制内部有效性并不容易，本研究提出了一种新的研究方法，即以虚拟现实（VR）课堂为实验平台来研究此问题。在当前的研究中，一百零四名五年级学生被随机分配到具有两种不同演示格式（冗余和非冗余）和两种学习环境（实验室和VR教室）的四个实验条件。保留测试分数，认知负荷和绩效效率被用作因变量。结果表明，冗余效应发生在实验室环境中，而反向冗余效应发生在VR教室环境中。在实验室环境中，与使用冗余材料学习的参与者相比，使用非冗余材料学习的参与者表现出更好的学习表现。相反，在VR教室环境中，结果却相反。建议在VR教室中编程干扰是影响结果的主要因素。在VR教室环境中，结果被颠倒了。建议在VR教室中编程干扰是影响结果的主要因素。在VR教室环境中，结果被颠倒了。建议在VR教室中编程干扰是影响结果的主要因素。