Learning with desktop virtual reality: Low spatial ability learners are more positively affected

By Elinda Ai-Lim Lee, K. Wong. Comput. Educ., 2014

380 citations recorded by the source corpus.

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Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, background): “A distinction between low immersion (also referred to as desktop VR) and high immersion VR (generally involving a head-mounted display) is typically made in the literature (Lee & Wong, 2014; Limniou, Roberts, & Papadopoulos, 2007).”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, methodology): “Similarly, Lee and Wong (2014) argue that VR is a way of simulating or replicating an environment which a person can explore and interact with.”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, methodology): “D image on a computer screen (Lee & Wong, 2014).”