Keywords
virtual reality
augmented reality
vocational school
learning disabilities
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Copyright (c) 2023 Elena Tangocci, Christian Hartmann, Maria Bannert
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
In vocational training, working with virtual reality (VR) and augmented reality (AR) is advantageous for learning work processes without danger. A decisive potential of VR and AR applications is the possibility to represent complex learning content realistically or three-dimensionally, as well as interaction possibilities with virtual objects. VR and AR applications can support people with learning disabilities in particular, as they have difficulties visualizing learning content. However, little research has been conducted to determine whether VR and AR applications actually enhance the learning performance of cognitively impaired individuals. Therefore, a quasi-experimental field study with a pre-posttest design was conducted at vocational schools with special education classes to investigate whether trainees learned more effectively with immersive VR and AR applications or with non-immersive tablet PCs and showed high motivation and technology acceptance. The results show that the learning performance of both immersive learning conditions differed significantly from the tablet condition only for more cognitively demanding, procedural, and learning transfer learning content. Motivation and technology acceptance were generally high in learning, and in particular, the learning conditions differed in interest, perceived competence, and attitude toward the learning medium. These findings indicate that students with learning disabilities could be supported by learning with VR and AR technology. Based on the results, we discuss how immersive learning media can be effectively used for learning procedural content in the classroom.
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