Effects of ettention guidance in virtual reality lab for digital camera course on students cognitive load, academic performance and experimental time
<p>This research was aimed to analyze the effects of attention guidance in a virtual</p><p>reality lab on students' cognitive load, experiment time consumption and academic</p><p>performance. For this purpose, the virtual rea...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2023
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10196 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | <p>This research was aimed to analyze the effects of attention guidance in a virtual</p><p>reality lab on students' cognitive load, experiment time consumption and academic</p><p>performance. For this purpose, the virtual reality lab with and without attention</p><p>guidance for the digital camera course was designed and developed. The quasiexperimental</p><p>design was employed to collect relevant data. The experiment involved</p><p>80 students from two universities in China whose major is the digital media art. In</p><p>each university 40 students were selected as control and experimental groups</p><p>respectively. The data obtained was analyzed by using ANOVA and linear regression</p><p>statistical methods. The findings revealed that there were significant differences in</p><p>cognitive load (F (1, 78) = 33.73, p<0.05, partial eta squared = 0.30) and academic</p><p>performance (F (1, 78) =7.31, p<0.05, partial eta squared=0.09), however, there was</p><p>no significant difference in time consumption (F (1, 78) =0.01, p>0.05). In terms of</p><p>linear regression, the findings indicated that there was a significant relationship</p><p>between cognitive load and students' academic performance (F (1, 78) =15.38,</p><p>p<0.05, R2=0.17), and there was no statistical significance between cognitive load</p><p>and students' experiment completion time (F (1, 78) = 1.18, p>0.05). Overall, the</p><p>research findings indicated that students exhibited lower cognitive load and higher</p><p>academic performance in the virtual reality lab with attentional guidance.</p><p>Furthermore, the regression analyses revealed that cognitive load can negatively</p><p>predict learning outcomes (=-0.41, t=-3.92, p<0.05); academic performance</p><p>improves as cognitive load decreases. In conclusion, the teaching effects of the</p><p>virtual reality lab for the digital camera course with attention guidance are better than</p><p>virtual reality lab without attention guidance. Finally, the research findings can be a</p><p>useful guideline for virtual reality lab design in achieving a more effective learning</p><p>outcome.</p> |
|---|