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.
Index Terms—Emotion, generative learning strategy, VR.
The authors are with the Faculty of Education, Tianjin Normal University, Tianjin, China (e-mail: YYYang_A@163.com, email@example.com).
Cite: Wenya Yang and Xue Wang, "Why do Generative Learning Strategy Improve Memory in VR? — Based on ICALM," International Journal of Information and Education Technology vol. 11, no. 12, pp. 646-650, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).