This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.

本研究描述并研究了多媒体学习中的沉浸式原则。102 名中学生的样本通过头戴式显示器 (HMD) 或 2D 视频作为 6 课基于探究的气候变化干预措施中的介绍性课程，参加了格陵兰的虚拟实地考察。HMD 组在临场感 ( d  = 1.43)、享受 ( d  = 1.10)、兴趣 ( d  = .57)、即时保留 ( d  = .61) 和延迟后测 ( d )方面得分显着高于视频组 = .70)。结构方程模型表明，享受在从教学媒体到即时后测的路径中起中介作用，而兴趣在从教学媒体到延迟后测得分的路径中起中介作用，表明这些因素可能在沉浸式媒体的学习过程中发挥不同的作用。这项工作有助于沉浸式学习的认知情感模型，并表明沉浸式课程可以对学习产生积极的纵向影响。