Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between-subject design study, we investigated the beneficial effects of adequate sequencing of text and picture and prompting, as well as their potential synergic effect in an immersive virtual reality (VR) learning environment with N = 81 learners. We presented the learning content in form of one pictorial and one textual representation and varied their presentation sequence: pictorial followed by textual representation or textual followed by pictorial representation. As the pictorial representation, we used a VR animation displaying a service robot. As the textual representation, we chose an auditory text about robotics. Additionally, we varied whether or not learners received an elaboration prompt before the learning unit started. We measured learning outcome differentiated for knowledge, comprehension, and application levels. We found beneficial effects for VR animation followed by auditory text on the knowledge level, only. Prompting led to a beneficial effect only on the application level. We found no synergic effect of adequate sequencing and prompting on learning outcome. Hence, depending on the level of learning outcome targeted, different support approaches are advisable. Future research might consider the long-term effects of adequate sequencing and prompting or different approaches to measuring mental models.

中文翻译：

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身临其境的虚拟现实还是听觉文本？适当的排序和提示对学习结果的影响

呈现图形表示，然后是文本表示，支持学习者建立连贯的心智模型。提供细化提示会刺激学习者从语义上处理学习内容。因此，结合这两种方法可能会产生协同效应，因为两者都可以促进心智模型的发展，这在沉浸式虚拟环境中尤其具有挑战性。在我们的 2 × 2 主题间设计研究中，我们研究了文本和图片的适当排序和提示的有益效果，以及它们在具有N的沉浸式虚拟现实 (VR) 学习环境中的潜在协同效应 = 81 个学习者。我们以一图一文的形式呈现学习内容，并改变它们的呈现顺序：图文后文或文字后图文。作为图示，我们使用了展示服务机器人的 VR 动画。作为文本表示，我们选择了关于机器人的听觉文本。此外，我们改变了学习者在学习单元开始之前是否收到详细说明提示。我们衡量了知识、理解和应用水平不同的学习成果。我们仅在知识层面发现了 VR 动画和听觉文本的有益效果。提示只会在应用程序层面产生有益的影响。我们发现适当的排序和提示对学习结果没有协同作用。因此，根据目标学习成果的水平，建议采用不同的支持方法。未来的研究可能会考虑适当的排序和提示或测量心理模型的不同方法的长期影响。