Comparison of Knowledge Change in a Virtual Reality Simulation Across Four Platform Technologies. (December 2022)

• Record Type: Journal Article
• Authors: Cleveley, Brian; Hatheway-Dial, Karin Diane; Wahl, Lori; Peutz, Joey
• Is Part Of: Simulation & gaming. Volume 53:Number 6(2022)
• Page Start: 645
• Page End: 662
• Publication Date: 2022-12
• Subjects: Platform comparison -- virtual reality -- learning simulation; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/10468781221131352
• Languages: English
• ISSNs: 1046-8781

Abstract

Introduction: There has been an increase in the delivery of educational and training content using computer-basedsimulations across a range ofplatforms . Minimal studies have compared the effectiveness of multiple digital deliveryplatforms with one another using the samesimulation . Objective: This research investigated differences in knowledge change due to theplatform used for delivery of a stand-alone learning simulation . Methods: A pretest–posttest design was used to evaluate 127 participants. Participants were randomly assigned to one of four conditions: desktop, tablet, mobile VR (Google Cardboard), and virtual reality headset. A pretest was given prior to participants' completion of alearning simulation . Upon completion of thelearning simulation, participants completed a posttest. Results: This study indicated that all participants improved knowledge scores across the four platforms used to deliver the learning simulation. All participants positively increased their overall scores from the pretest to the posttest. There were no statistically significant differences in knowledge change between the four groups. Conclusion: All participants positively increased their overall scores from the pretest to the posttest regardless ofplatform technology used to deliver thevirtual reality learning simulation. This indicates that it is possible to effectively deliver the same learning simulation across different platforms that include a mix of 2D and immersive technologies.