Learning with VR/AR

• increased task performance

• higher learning motivation

• spatial knowledge presentation allows for visualization and analysis of complex learning contents

• direct and explicit audiovisual demonstration achieves implicit learning

• 
  

• short exposure times only (zB wegen Cybersickness)

• strong social isolation while using the system

  • except for social VR

• more learning motivation

• better task performance

• more interaction

-> direct and spatial application of learning contents

-> AR learning environments can be designed to especially suit the requirements of special needs education

• less cognitive load

• better work on learning material

• better usability

-> mental skills and collaboration

• attention tunneling

• difficulties with handling

• negative effect on learning outcomes for certain learners

• individual learning process is a black box and focuses on feedback

• learning through positive or negative reinforcement

• repetition of the learning contents

• rewards: highscores, experience points, new equipment

• punishments: reducing the durability of a player’s equipment, simulating an injury slowing down a player

• episodic gameplay: short challenges that can be repeated quickly

• leads to the development of internal cognitive structures

• guided by a specific problem that motivates learners

• controlled by a tutorial and subsequent challenges leading to application of learning content

• underlying principles and results of player actions need to be explicitly presented in an audiovisual way

• difficulty has to be adjusted to match the learning effect

• individual knowledge construction process being caused by the experience of specific situations

• open world setting with a plethora of interaction possibilities

• exploration can initiate the learning process by creating specific situations

• agent interacting with the player and initiating a reflection can substitute for the social aspect

• a high motivation to tackle and

• to repeat training exercises that

• require preexisting knowledge and

• provide immediate feedback

• procedural knowledge

  • reflects motor or cognitive skills

  • describes HOW an action can be performed

• declarative knowledge

  • consists of information, facts, methods and principles

  • describes WHAT a subject is