Share Paper: Relationships between Cognitive Loads and Motivational Support in a Virtual Reality Game-Based Learning System for Teaching Introductory Archaeology

  1. Laura Shackelford, University of Illinois at Urbana-Champaign, United States
  2. Wenhao David Huang, University of Illinois at Urbana-Champaign, United States
  3. Alan Craig, National Center for Supercomputing Applications, United States
  4. Cameron Merrill, University of Illinois at Urbana-Champaign, United States
  5. Danying Chen, University of Illinois at Urbana-Champaign, United States
  6. Xuehui Chao, University of Illinois at Urbana-Champaign, United States
  7. Jamie Arjona, University of Illinois at Urbana-Champaign, United States

Abstract: While virtual reality (VR) might be effective in engaging learners with authentic and immersive learning experiences, current literature is lacking in understanding the relationship between learners’ perceived cognitive loads and motivational support. In addition, it is unclear as to how the incorporation of game-based learning strategies might impact the overall efficacy of VR for instructional purposes. The presentation reports a NSF-funded project that utilizes the HTC Vive VR system to host a game-based VR learning environment for teaching introductory archaeology classes in a US Midwestern university. The presentation will also report the results of multiple regression analyses to delineate relationships ...