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

Educational technology research and development - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop...     

Zentrale Abschlussprüfungen,Signalwirkung von Abiturnoten und Arbeitsmarkterfolg in Deutschland

The positive association between central exams and student achievement is well documented, but little is known about the long-term effects of central exams on labor market outcomes. This study exploits variation in exam systems across German states and educational tracks to investigate potential long-term effects of central exams on labor market earnings and unemployment probabilities. Results show that central exams are associated with higher earnings among pupils from the lowest educational track and with lower unemployment among pupils from the lowest and highest educational tracks. We also show that the association between earnings and exam grades is higher when grades are obtained in central exams, which should increase students’ incentives to study in states with central exams. In summary, we provide first evidence that central exams may have long-term impacts on the labor market.     

A structural equation modeling investigation of the emotional value of immersive virtual reality in education

Virtual reality (VR) is projected to play an important role in education by increasing student engagement and motivation. However, little is known about the impact and utility of immersive VR for administering e-learning tools, or the underlying mechanisms that impact learners’ emotional processes while learning. This paper explores whether differences exist with regard to using either immersive or desktop VR to administer a virtual science learning simulation. We also investigate how the level of immersion impacts perceived learning outcomes using structural equation modeling. The sample consisted of 104 university students (39 females). Significantly higher scores were obtained on 11 of the 13 variables investigated using the immersive VR version of the simulation, with the largest differences occurring with regard to presence and motivation. Furthermore, we identified a model with two general paths by which immersion in VR impacts perceived learning outcomes. Specifically, we discovered an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.