Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Darci J. Harland

Abstract

Cognitive load is the effort needed to process and store information in memory and can be measured via subjective, physiological, and performance methods. Virtual reality learning environments (VRLEs) enhance science aptitude and motivate students to pursue science careers. Cognitive load is divided into three types: intrinsic, extraneous, and germane. Using cognitive load theory as the framework, the problem addressed through this study was that it is not yet fully understood what the effect of VRLEs is on students’ cognitive load, which can hinder their learning if it is too high. Secondary science education comprises many complex topics with significant levels of intrinsic cognitive load. Discovering if VRLEs reduce intrinsic cognitive load without increasing extraneous load, leaving more room for germane cognitive load to aid student processing is crucial. The purpose of this quantitative quasi-experimental study was to determine the difference in cognitive load as measured with the Mental Effort Survey (MES) between high school students who used a VRLE during science instruction for one lesson and students who did not use VRLEs. For this nonequivalent control group design, the data points were derived from high school students who completed Leppink’s MES after a science lesson conducted during the 2021–2022 school year in a private high school in the southwestern United States. The means for each score of the two groups were compared using two-tailed t tests. Results showed a significant decrease in the intrinsic and extraneous load and a significant increase in germane load for the VRLE group. For positive social change results can inform stakeholders about the use of VRLEs and may contribute to academic success, secondary school graduation rates, and employment rates.

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