VR-Enhanced Cognitive Learning: Method, Framework, and Application
Wenjuan Li, Xiaolin Liu, Qifei Zhang, Bin Zhou, Ben Wang
Abstract
Both constructivist learning and situation-cognitive learning believe that learning outcomes are significantly affected by the context or learning environments. However, since 2019, the world has been ravaged by COVID-19. Under the threat of the virus, many offline activities, such as some practical or engineering courses, have been subjected to certain restrictions. Virtual Reality (VR) is an emerging, promising, and rapidly developing technology that enables users to obtain a near-real immersion experience by combining technologies such as computer science, communication, vision, etc. In the context of COVID-19, the advantages of VR immersive experiences are highlighted. By constructing a virtual learning environment, VR technology can greatly compensate for the shortage of traditional teaching conditions and help learners to carry out cognitive learning better. However, currently, VR-enhanced cognitive learning is still in its infancy, along with numerous problems and limitations. Therefore, this paper first conducted an in-depth study of some related concepts, such as constructivist learning and situated cognition learning. Then it proposes a general VR-enhanced cognitive learning framework and designs the general steps for constructing learning situations with VR technology. Based on the proposed model and framework, it developed a campus knowledge-learning APP using VR tools. Through a case study, it verified the validity and performance of the model and strategies. Questionnaire survey and experimental results show that the new model achieves a good learning effect and improves the efficiency of learning by at least 20% compared to the traditional learning methods.