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

Guido Makransky; Richard Mayer; Anne Nøremølle; Ainara Lopez Cordoba; Jakob Wandall; Mads Bonde

doi:10.1007/s11423-019-09690-3

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

Guido Makransky^*, Richard Mayer, Anne Nøremølle, Ainara Lopez Cordoba, Jakob Wandall, Mads Bonde

^*Corresponding author for this work

4 Citations (Scopus)

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.

Original language	English
Journal	Educational Technology Research and Development
ISSN	1042-1629
DOIs	https://doi.org/10.1007/s11423-019-09690-3
Publication status	Published - 1 Feb 2020

Keywords

Assessment
Cognitive theory of multimedia learning
Desktop virtual reality
Explanatory feedback
Item response theory
Retrieval practice
Simulations

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10.1007/s11423-019-09690-3

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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{\textquoteright} 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",

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AU - Makransky, Guido

AU - Mayer, Richard

AU - Nøremølle, Anne

AU - Cordoba, Ainara Lopez

AU - Wandall, Jakob

AU - Bonde, Mads

PY - 2020/2/1

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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

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DO - 10.1007/s11423-019-09690-3

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SN - 1042-1629

JO - Educational Technology Research and Development

JF - Educational Technology Research and Development

ER -

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

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Keywords

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