This article provides an overview of the immersion principle in multimedia learning that builds on existing evidence of the value of immersive learning experiences in education. Although there is abundant literature on 2D virtual field trips in education (e.g., Spicer & Stratford, 2001 Tuthill & Klemm, 2002), and studies that investigate the value of 3D HMD based virtual field trips (Markowitz et al., 2018 Petersen et al., 2020), fewer studies have systematically investigated the educational value of using a 3D HDM instead of a 2D video, for presenting a virtual field trip in a real educational setting. Ana’s school has recently purchased HMDs, but she is unsure of the potential added learning and motivational value of using them compared to the more conventional video solution.Īna’s dilemma is one that many educational stakeholders will be facing in the coming years. ![]() ![]() The intervention is available in two versions where students can either experience climate change in Greenland with a 3D video presented via a head mounted display (3D HMD i.e., a higher-immersion medium) or by watching the same content as a 2D video viewed on a projected screen (i.e., a lower-immersion medium). They are then required to develop a number of experiments, and then present their results to a hypothetical UN panel of experts. In this intervention, students are assigned to groups and play the role of a research team that has to virtually travel to Greenland to investigate the evidence and consequences of climate change. ![]() Ana, a middle school geography teacher is in the process of deciding on how she will teach her class about climate change, and is considering using a nationally available inquiry based science learning (IBSL) intervention that lasts six lessons.
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