Randomized trial investigates cognitive load and interest in immersive learning among Ninth Graders, suggesting new insights into educational methods.
Key Points
This study aims to understand how immersive virtual reality affects learning processes, particularly the relationship between cognitive load and interest.
Experimental randomized field study with 119 ninth graders in Germany
Participants divided into non-immersive, augmented reality, and immersive virtual reality groups
Measured presence, interest, cognitive load, and learning gains based on declarative knowledge
Learners in the IVR group had greater situational interest and presence