Virtual reality for student learning: Understanding individual differences

Ping Li, Legault Jennifer , Alexander Klippel, Jiayan Zhao

Research output: Journal article publicationReview articleAcademic researchpeer-review

Abstract

Virtual reality (VR) is emerging as a rapidly developing technology that holds significant promises to impact student learning. In this review, we focus on the features of this technology regarding levels of immersion and interaction and individual differences in cognitive characteristics of VR learners. We attempt to parse the specific technological features that enable effective learning and examine how students mentally process these features. While VR helps to create situated learning conditions, its theoretical significance lies in its ability to provide perception-action enabled experiences to the learner, and it is these experiences that lead to positive behavioural and brain outcomes compared to traditional methods of learning. Our discussion highlights the understanding of VR learning with respect to individual differences, especially in spatial abilities of the learner, and how variability in spatial abilities might impact both spaƟal learning and language learning.
Original languageEnglish
Pages (from-to)28-36
Number of pages9
JournalHuman Behaviour and Brain
DOIs
Publication statusAccepted/In press - 24 Mar 2020

Keywords

  • virtual reality
  • Embodied cognition
  • Spatial learning
  • language learning
  • Neuroplasticity
  • individual differences

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