Inserting Generative Learning Activities during Pauses in Slideshow and Virtual Reality Lessons
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| Title: | Inserting Generative Learning Activities during Pauses in Slideshow and Virtual Reality Lessons |
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| Language: | English |
| Authors: | Alyssa P. Lawson (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Naval Research (ONR) (DOD) |
| Contract Number: | N000142512335 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Visual Aids, Computer Simulation, Oceanography, Chemistry, Cues, Technology Uses in Education, Learning Activities, Teaching Methods |
| DOI: | 10.1002/jcal.70215 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Generative learning activities, such as self-explanation, have been shown to enhance learning outcomes. However, it remains unclear whether their benefits persist across different types of media with various levels of distraction. Objectives: This study addressed three questions: (1) a value-added question, (2) a media comparison question and (3) an individual differences question. Method: On day one of the experiment, participants learned about ocean acidification in one of four randomly assigned conditions: immersive virtual reality (IVR) lesson with self-explanation prompts (IVR+), IVR lesson without prompts (IVR), a slideshow lesson with self-explanation prompts (slideshow+) or a slideshow lesson without prompts. Participants in the self-explanation conditions were prompted to explain the previous segment during each of four pauses in the lesson. One week later, participants completed a delayed posttest as well as several executive function tasks. Results and Conclusion: Results demonstrated that participants who received self-explanation prompts scored significantly higher on the posttest than those who did not, supporting the value-added question hypothesis. Additionally, executive function scores significantly correlated with posttest scores for participants who learned in IVR, but not for those in the slideshow conditions, supporting the individual differences question. However, there were no significant differences in learning outcomes between the IVR and slideshow conditions, countering the media comparison hypothesis. The importance of these findings is discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500577 |
| Database: | ERIC |
| Abstract: | Background: Generative learning activities, such as self-explanation, have been shown to enhance learning outcomes. However, it remains unclear whether their benefits persist across different types of media with various levels of distraction. Objectives: This study addressed three questions: (1) a value-added question, (2) a media comparison question and (3) an individual differences question. Method: On day one of the experiment, participants learned about ocean acidification in one of four randomly assigned conditions: immersive virtual reality (IVR) lesson with self-explanation prompts (IVR+), IVR lesson without prompts (IVR), a slideshow lesson with self-explanation prompts (slideshow+) or a slideshow lesson without prompts. Participants in the self-explanation conditions were prompted to explain the previous segment during each of four pauses in the lesson. One week later, participants completed a delayed posttest as well as several executive function tasks. Results and Conclusion: Results demonstrated that participants who received self-explanation prompts scored significantly higher on the posttest than those who did not, supporting the value-added question hypothesis. Additionally, executive function scores significantly correlated with posttest scores for participants who learned in IVR, but not for those in the slideshow conditions, supporting the individual differences question. However, there were no significant differences in learning outcomes between the IVR and slideshow conditions, countering the media comparison hypothesis. The importance of these findings is discussed. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70215 |
