The process of improving one’s retention of information through retrieval practice known as the testing effect has been well documented, as has a similar effect referred to as hypermnesia. These concepts have been implemented in various ways over the years, and with varying forms of study material, response format, and time delay. However, these concepts have not yet been addressed in combination with virtual reality as a means of presenting the to-be-learned material. This study sought to be the first to incorporate these cognitive psychology principles into the virtual reality literature as a means of helping to address the overall lack of empirical research utilizing virtual reality in assessing learning outcomes. The present study utilized the Mann-Whitney U test for two independent samples to evaluate the impact of medium of study (i.e., VR-restudy v. VR-retrieval practice) on retention measured as performance on an anatomy test after a two-week delay. The experiment consisted of two conditions in which participants studied heart anatomy content presented in VR using either the restudy or the retrieval practice studying strategy. There were two primary goals in the present study to utilize the testing effect and hypermnesia to assess the effectiveness of VR as an educational tool and to determine how these constructs can be effective in other educational settings. The Mann-Whitney U test revealed a nonsignificant difference between conditions which demonstrates a failure to replicate the findings of the testing effect literature. Possible explanations and rationale for these null findings are discussed.
|Advisor:||Kazanas, Stephanie A.|
|Commitee:||Stein, Barry, Cupp, Jann|
|School:||Tennessee Technological University|
|Department:||Educational Psychology and Counselor Education|
|School Location:||United States -- Tennessee|
|Source:||MAI 81/12(E), Masters Abstracts International|
|Keywords:||Hypermnesia, Retrieval practice, Testing effect, Virtual reality|
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