International Journal of
Information and Education Technology

Abstract

Generative learning strategies interconnect with cognition and emotion. Based on one-factorial experimental design, 75 participants were randomly assigned to study a chemical Virtual Reality (VR) lesson in one of three conditions: VR, VR+ summarizing, and VR+ self-testing. An emWave system was used to record the learners’ emotional state during learning. The learners’ learning outcomes were measured with retention tests, learning experiences were measured with instruments. The results showed that compared to the students were given a VR lesson without generative learning strategy, 1) the students who engaged in generative self-testing strategy during learning displayed more positive emotions in the cognition process, more positive ratings after learning, and higher memory test scores; 2) the students who engaged in generative summary strategy during learning showed more positive emotions in the cognition process, but lower immediate memory scores. These findings give new evidence to explaining how generative summarizing and self-testing learning strategies affect learning based VR.