Impact of Immediate Feedback on Students' Learning in a Virtual Reality Environment for Chemical Education
Résumé
Virtual Reality (VR) offers the opportunity to create immersive environments for safe, practice-based learning, but its intense immersion can limit critical thinking. This study explores the impact of immediate feedback on chemistry learning in an immersive environment. It involved 46 participants divided into two conditions, with and without immediate feedback. We assessed their performance, including correct answers and procedures performed, as well as perceived cognitive load. The results show that immediate feedback does not increase the perceived cognitive load, but its effect on learning depends on the tasks performed. They can be detrimental to performance for a single task, whereas they lead to significant improvements for repeated tasks. These observations highlight their usefulness in repetitive scenarios while underlining the need for appropriate design to avoid adverse effects on learning.
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