Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. / Makransky, Guido; Mayer, Richard; Nøremølle, Anne; Cordoba, Ainara Lopez; Wandall, Jakob; Bonde, Mads.

In: Educational Technology Research and Development, 2019.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Makransky, G, Mayer, R, Nøremølle, A, Cordoba, AL, Wandall, J & Bonde, M 2019, 'Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations', Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09690-3

APA

Makransky, G., Mayer, R., Nøremølle, A., Cordoba, A. L., Wandall, J., & Bonde, M. (2019). Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09690-3

Vancouver

Makransky G, Mayer R, Nøremølle A, Cordoba AL, Wandall J, Bonde M. Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. Educational Technology Research and Development. 2019. https://doi.org/10.1007/s11423-019-09690-3

Author

Makransky, Guido ; Mayer, Richard ; Nøremølle, Anne ; Cordoba, Ainara Lopez ; Wandall, Jakob ; Bonde, Mads. / Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. In: Educational Technology Research and Development. 2019.

Bibtex

@article{16f29ee3f06a4ac8ae1b19f2cd63e667,
title = "Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations",
abstract = "There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students’ perceptions of assessment in the form of MC questions within the VR genetics simulation; (2) the fit of the MC questions to the assumptions of the partial credit model (PCM) within the framework of IRT; and (3) if there was a significant increase in intrinsic motivation, self-efficacy, and transfer from pre- to post-test after using the VR genetics simulation as a classroom learning activity. The sample consisted of 208 undergraduate students taking a medical genetics course. The results showed that assessment items in the form of gamified multiple-choice questions were perceived by 97{\%} of the students to lead to higher levels of understanding, and only 8{\%} thought that they made the simulation more boring. Items within a simulation were found to fit the PCM and the results showed that the sample had a small significant increase in intrinsic motivation and self-efficacy, and a large significant increase in transfer following the genetics simulation. It was possible to develop assessments for online educational material and retain the relevance and connectedness of informal assessment while simultaneously serving the communicative and credibility-based functions of formal assessment, which is a great challenge facing education today.",
keywords = "Assessment, Cognitive theory of multimedia learning, Desktop virtual reality, Explanatory feedback, Item response theory, Retrieval practice, Simulations",
author = "Guido Makransky and Richard Mayer and Anne N{\o}rem{\o}lle and Cordoba, {Ainara Lopez} and Jakob Wandall and Mads Bonde",
year = "2019",
doi = "10.1007/s11423-019-09690-3",
language = "English",
journal = "Educational Technology Research and Development",
issn = "1042-1629",
publisher = "Springer Link",

}

RIS

TY - JOUR

T1 - Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations

AU - Makransky, Guido

AU - Mayer, Richard

AU - Nøremølle, Anne

AU - Cordoba, Ainara Lopez

AU - Wandall, Jakob

AU - Bonde, Mads

PY - 2019

Y1 - 2019

N2 - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students’ perceptions of assessment in the form of MC questions within the VR genetics simulation; (2) the fit of the MC questions to the assumptions of the partial credit model (PCM) within the framework of IRT; and (3) if there was a significant increase in intrinsic motivation, self-efficacy, and transfer from pre- to post-test after using the VR genetics simulation as a classroom learning activity. The sample consisted of 208 undergraduate students taking a medical genetics course. The results showed that assessment items in the form of gamified multiple-choice questions were perceived by 97% of the students to lead to higher levels of understanding, and only 8% thought that they made the simulation more boring. Items within a simulation were found to fit the PCM and the results showed that the sample had a small significant increase in intrinsic motivation and self-efficacy, and a large significant increase in transfer following the genetics simulation. It was possible to develop assessments for online educational material and retain the relevance and connectedness of informal assessment while simultaneously serving the communicative and credibility-based functions of formal assessment, which is a great challenge facing education today.

AB - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students’ perceptions of assessment in the form of MC questions within the VR genetics simulation; (2) the fit of the MC questions to the assumptions of the partial credit model (PCM) within the framework of IRT; and (3) if there was a significant increase in intrinsic motivation, self-efficacy, and transfer from pre- to post-test after using the VR genetics simulation as a classroom learning activity. The sample consisted of 208 undergraduate students taking a medical genetics course. The results showed that assessment items in the form of gamified multiple-choice questions were perceived by 97% of the students to lead to higher levels of understanding, and only 8% thought that they made the simulation more boring. Items within a simulation were found to fit the PCM and the results showed that the sample had a small significant increase in intrinsic motivation and self-efficacy, and a large significant increase in transfer following the genetics simulation. It was possible to develop assessments for online educational material and retain the relevance and connectedness of informal assessment while simultaneously serving the communicative and credibility-based functions of formal assessment, which is a great challenge facing education today.

KW - Assessment

KW - Cognitive theory of multimedia learning

KW - Desktop virtual reality

KW - Explanatory feedback

KW - Item response theory

KW - Retrieval practice

KW - Simulations

U2 - 10.1007/s11423-019-09690-3

DO - 10.1007/s11423-019-09690-3

M3 - Journal article

JO - Educational Technology Research and Development

JF - Educational Technology Research and Development

SN - 1042-1629

ER -

ID: 226871974