Virtual reality in self-regulated learning: example in art domain Réalité Virtuelle dans l'apprentissage autorégulé: example dans le domaine de l'art En Fr

Résumé En

In recent decades, learning devices using virtual reality (VR) environments have evolved rapidly. The potential positive impact of VR has been attributed to two characteristics : immersion, and control of interaction with objects in the environment. However, results from the literature have not always shown the presumed benefits and few of them have assessed the effects on self-regulation. This study aims to assess the impact of immersion and control on motivation, self-regulation, and performance. Participants had to acquire knowledge about sculptures by visiting a 3D virtual museum and then recall this knowledge. The participants were divided into four independent groups. They were: #1 In strong immersion (with VR headset) and active (control of interaction); #2 In strong (VR) and passive (non-interaction control) conditions; #3 In low immersion (tablet) and active conditions; #4 In low and passive immersion conditions. Intrinsic motivation and emotion were evaluated by a questionnaire, self-regulation was identified by behavioral indicators and performance was evaluated through a gap-fill exercise. Results showed that the "control" feature had a positive impact on performance, unlike immersion. Also, neither immersion nor control had an impact on motivation. However, immersion and control had a partial impact on self regulation. Educational implications will be discussed.