Skip to main content
SpringerLink
Log in

Mobile-Based Virtual Reality: Why and How Does It Support Learning

  • Living reference work entry
  • First Online:
Handbook of Mobile Teaching and Learning

Abstract

Virtual reality has rapidly evolved from desktop applications to mobile devices with headsets, creating an immersive environment. Learning institutions at both the K-12 and higher education levels have begun to purchase virtual reality kits consisting of mobile devices and virtual reality headsets. The purpose of including the virtual reality kits in instruction is to positively impact learning by streamlining the cognitive pathway of information from sensory input to working memory. A plausible explanation for this learning phenomenon is the Hypothetical Model of Immersive Cognition (HMIC), a combination of the cognitive features of the information processing theory with the inclusion of the body from embodied cognition. As immersive virtual reality (IVR) stimuli are presented to the brain, the sensory register filters the stimuli, creates a sense of presence, and immediately activates long-term memory, bypassing working memory. While the process can streamline the cognitive pathway, it also has the potential to cause cognitive and physical overload, possibly resulting in cognitive loss, dizziness, falls, and sickness for even the healthiest of learners. Software developers need to take cognitive and physical overload into consideration when developing new mobile immersive applications. Furthermore, instructors and instructional designers need to structure their instruction by embedding immersive virtual reality without losing sight of the main focus of the learning. Instructors and designers should take into account the established curriculum, design of the mobile immersive app, and setup of the physical environment. Future research should be conducted to determine the long-term impact immersive virtual reality has on the brain, body, and learning in general.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Ahn, Sun Joo (Grace), Amanda Minh Tran Le, and Jeremy Bailenson. 2013. The effect of embodied experiences on self-other merging, attitude, and helping behavior. Media Psychology 16: 7–38. https://doi.org/10.1080/15213269.2012.755877.

    Article  Google Scholar 

  • Ahn, Sun Joo (Grace), Jeremy N. Bailenson, and Dooyeon Park. 2014. Short- and long-term effects of embodied experiences in immersive virtual environments on environmental locus of control and behavior. Computers in Human Behavior 39: 235–245. https://doi.org/10.1016/j.chb.2014.07.025.

    Article  Google Scholar 

  • Ahn, Sun Joo Grace, Joshua Bostick, Elise Ogle, Kristine L. Nowak, Kara T. Mcgillicuddy, and Jeremy N. Bailenson. 2016. Experiencing nature: Embodying animals in immersive virtual environments increases inclusion of nature in self and involvement with nature. Journal of Computer-Mediated Communication 21 (6): 399–419. https://doi.org/10.1111/jcc4.12173.

    Article  Google Scholar 

  • Andersen, Steven Arild Wuyts, Peter Trier Mikkelsen, Lars Konge, Per Cayé-Thomasen, and Mads Sølvsten Sørensen. 2016. The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: A randomized controlled trial. Advances in Simulation 1: 20. https://doi.org/10.1186/s41077-016-0022-1.

    Article  Google Scholar 

  • Anderson, Lorin W., David Reading Krathwohl, and Peter W. Airasian. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

    Google Scholar 

  • Atkinson, Richard C., and Richard M. Shiffrin. 1968. Human memory: A proposed system and its control processes. In The psychology of learning and motivation: Advances in research and theory, ed. K.W. Spence and J.T. Spence, vol. 2, 89–105. New York: Academic Press.

    Google Scholar 

  • Bailey, Jakki, Jeremy N. Bailenson, Andrea Stevenson Won, June Flora, and K. Carrie Armel. 2012. Presence and memory: Immersive virtual reality effects on cued recall. Proceedings of the International Society for Presence Research Annual Conference. October 24-26, Philadelphia, Pennsylvania, USA.

    Google Scholar 

  • Bailey, Jakki O., Jeremy N. Bailenson, and Daniel Casasanto. 2016. When does virtual embodiment change our minds? Presence: Teleoperators and Virtual Environments 25 (3): 222–233. https://doi.org/10.1162/pres_a_00263.

    Article  Google Scholar 

  • Barrouillet, Pierre, Sophie Bernardin, Sophie Portrat, Evie Vergauwe, and Valérie Camos. 2010. Time and cognitive load in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (3): 570–585. https://doi.org/10.1037/0278-7393.33.3.570.

    Article  Google Scholar 

  • Baumgartner, Thomas, Dominique Speck, Denise Wettstein, Ornella Masnari, Gian Beeli, and Lutz Jäncke. 2008. Feeling present in arousing virtual reality worlds: Prefrontal brain regions differentially orchestrate presence experience in adults and children. Frontiers in Human Neuroscience 2.

    Google Scholar 

  • Black, John B. 2010. An embodied/grounded cognition perspective on educational technology. New Science of Learning: 45–52. https://doi.org/10.1007/978-1-4419-5716-0_3.

    Chapter  Google Scholar 

  • Brown, John Seely, Allan Collins, and Paul Duguid. 1989. Situated cognition and the culture of learning. Educational Researcher. 18 (1): 32–42.

    Article  Google Scholar 

  • Carmigniani, Julie, and Borko Furht. 2011. Augmented reality: An overview. In Handbook of augmented reality, ed. Borko Furht, 3–46. New York: Springer-Verlag. https://doi.org/10.1007/978-1-4614-0064-6.

    Chapter  Google Scholar 

  • Carter, L., and L.E. Potter. 2016. Designing games for presence in consumer virtual reality. SIGMIS-CPR https://doi.org/10.1145/2890602.2890626.

  • Chiarovano, Elodie, Catherine De Waele, Hamish G. Macdougall, Stephen J. Rogers, Ann M. Burgess, and Ian S. Curthoys. 2015. Maintaining balance when looking at a virtual reality three-dimensional display of a field of moving dots or at a virtual reality scene. Frontiers in Neurology 6. https://doi.org/10.3389/fneur.2015.00164.

  • Clark, Andy. 1998. Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.

    Google Scholar 

  • Deroualle, Diane, Liliane Borel, Arnaud Devèze, and Christophe Lopez. 2015. Changing perspective: The role of vestibular signals. Neuropsychologia 79: 175–185. https://doi.org/10.1016/j.neuropsychologia.2015.08.022.

    Article  Google Scholar 

  • Ehinger, Benedikt V., Petra Fischer, Anna L. Gert, Lilli Kaufhold, Felix Weber, Gordon Pipa, and Peter König. 2014. Kinesthetic and vestibular information modulate alpha activity during spatial navigation: A Mobile EEG study. Frontiers in Human Neuroscience 8. https://doi.org/10.3389/fnhum.2014.00071.

  • Flannery, Kathleen A., and Rena Walles. 2003. How does Schema theory apply to real versus virtual memories? Cyberpsychology & Behavior 6 (2): 151–159. https://doi.org/10.1089/109493103321640347.

    Article  Google Scholar 

  • Foxe, John J., and Adam C. Snyder. 2011. The role of alpha-band brain oscillations as a sensory suppression mechanism during selective attention. Frontiers in Psychology 2. https://doi.org/10.3389/fpsyg.2011.00154.

  • Garbarini, Francesca, and Mauro Adenzato. 2004. At the root of embodied cognition. Cognitive Science Meets Neurophysiology. Brain and Cognition 56 (1): 100–106. https://doi.org/10.1016/j.bandc.2004.06.003.

    Article  Google Scholar 

  • Gibson, James J. 1967. New reasons for realism. Synthese 17 (1): 162–172.

    Article  Google Scholar 

  • Glaser, Robert. 1990. The Reemergence of learning theory within instructional research. American Psychologist 45 (1): 29–39. https://doi.org/10.1037/0003-066x.45.1.29.

    Article  Google Scholar 

  • Harley, Jason M., Eric G. Poitras, Amanda Jarrell, Melissa C. Duffy, and Suzanne P. Lajoie. 2016. Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development 64 (3): 359–388.

    Article  Google Scholar 

  • Heinz, Andrew J., and Jeffrey S. Johnson. 2017. Load-dependent increases in delay-period alpha-band power track the gating of task-irrelevant inputs to working memory. Frontiers in Human Neuroscience 11. https://doi.org/10.3389/fnhum.2017.00250.

  • Hoffman, Hunter G., Todd Richards, Barbara Coda, Anne Richards, and Sam R. Sharar. 2003. The illusion of presence in immersive virtual reality during an FMRI brain scan. Cyberpsychology & Behavior 6 (2): 127–131. https://doi.org/10.1089/109493103321640310.

    Article  Google Scholar 

  • Holmes, Nicolas P., and Charles Spence. 2004. The body Schema and multisensory representation(s) of Peripersonal space. Cognitive Processing 5 (2): 94–105.

    Article  Google Scholar 

  • Hu, Ridogn, Yi-Yong Wu, and Chich-Jen Shieh. 2016. Effects of virtual reality integrated creative thinking instruction on Students’ creative Thinnkig abilities. Eurasia Journal of Mathematics, Science and Technology Education 12 (3): 477–486. https://doi.org/10.12973/eurasia.2016.1226a.

    Article  Google Scholar 

  • Johnson, Mark, and George Lakoff. 2002. Why cognitive linguistics requires embodied realism. Cognitive Linguistics 13 (3). https://doi.org/10.1515/cogl.2002.016.

  • Lee, Seung Hwan (Mark), Ksenia Sergueeva, Mathew Catangui, and Maria Kandaurova. 2017. Assessing Google cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business 92 (4): 153–160. https://doi.org/10.1080/08832323.2017.1308308.

    Article  Google Scholar 

  • Lenggenhager, Bigna, Pär Halje, and Olaf Blanke. 2011. Alpha band oscillations correlate with illusory self-location induced by virtual reality. European Journal of Neuroscience 33 (10): 1935–1943. https://doi.org/10.1111/j.1460-9568.2011.07647.x.

    Article  Google Scholar 

  • Lin, Mike Tz-Yauw, et al. 2017. A study on the effect of virtual reality 3D exploratory education on students’ creativity and leadership. EURASIA Journal of Mathematics, Science and Technology Education 13. https://doi.org/10.12973/eurasia.2017.00709a.

  • Marsh, William E., Jonathan W. Kelly, Veronica J. Dark, and James H. Oliver. 2013. Cognitive demands of semi-natural virtual locomotion. Presence: Teleoperators and Virtual Environments 22 (3): 216–234. https://doi.org/10.1162/pres_a_00152.

    Article  Google Scholar 

  • Mayr, Andreas, Oliver Irschitz, Markus Kofler, and Leopold Saltuari. 2006. Virtual reality in neurorehabilitation: preliminary experience. Paper presented at the Fourth World Congress for NeuroRehabilitation. https://doi.org/10.13140/2.1.1184.8960.

  • National Research Council. 2012. A framework for K-12 science education practices, crosscutting concepts, and Core ideas. Washington, DC: National Academic Press.

    Google Scholar 

  • Pan, Jing Samantha, Ned Bingham, and Geoffrey P. Bingham. 2017. Embodied memory allows accurate and stable perception of hidden objects despite orientation change. Journal of Experimental Psychology: Human Perception and Performance 43 (7): 1343–1358. https://doi.org/10.1037/xhp0000392.

    Article  Google Scholar 

  • Passig, David. 2011. The impact of virtual reality on educators’ awareness of the cognitive experiences of pupils with dyslexia. Teachers College Record 113 (1).

    Google Scholar 

  • Passig, David, Sigal Eden, and Mally Heled. 2007. The impact of virtual reality on the awareness of teenagers to social and emotional experiences of immigrant classmates. Education and Information Technologies 12 (4): 267–280. https://doi.org/10.1007/s10639-007-9031-y.

    Article  Google Scholar 

  • Pavone, E.F., G. Tieri, G. Rizza, E. Tidoni, L. Grisoni, and S.M. Aglioti. 2016. Embodying others in immersive virtual reality: Electro-cortical signatures of monitoring the errors in the actions of an avatar seen from a first-person perspective. Journal of Neuroscience 36 (2): 268–279. https://doi.org/10.1523/jneurosci.0494-15.2016.

    Article  Google Scholar 

  • Perks, Tom, Doug Orr, and Elham Al-Omari. 2016. Classroom re-design to facilitate student learning: A case study of changes to a university classroom. Journal of the Scholarship of Teaching and Learning 16 (1): 53. https://doi.org/10.14434/josotl.v16i1.19190.

    Article  Google Scholar 

  • Pretto, Paolo and Astros Chatziastros. 2006. Changes in optic flow and scene contrast affect the driving speed. Proceedings of the Driving Simulation Conference Europe. Paris, France.

    Google Scholar 

  • Puentedura, R.R. 2017. The SAMR model: Background and exemplars. Retrieved June 24: 2017.

    Google Scholar 

  • Riva, Giuseppe. 2008. From virtual to real body: Virtual reality as embodied technology. Journal of CyberTherapy and Rehabilitation. 1 (1): 7–22.

    Google Scholar 

  • Riva, Giuseppe, Fabrizia Mantovani, and Andrea Gaggioli. 2004. Presence and rehabilitation: Toward second-generation virtual reality applications in neuropsychology. Journal of Neuroengineering and Rehabilitation 1 (1): 9. https://doi.org/10.1186/1743-0003-1-9.

    Article  Google Scholar 

  • Romrell, Danae, Lisa C. Kidder, and Emma Wood. 2014. The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks. 18 (2).

    Google Scholar 

  • Rupp, Michael A., James Kozachuk, Jessica R. Michaelis, Katy L. Odette, Janan A. Smither, and Daniel S. Mcconnell. 2016. The effects of Immersiveness and future VR expectations on subjective-experiences during an educational 360° video. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60 (1): 2108–2112. https://doi.org/10.1177/1541931213601477.

    Article  Google Scholar 

  • Schuemie, Martijn J., Peter Van Der Straaten, Merel Krijn, and Charles A.p.g. Van Der Mast. 2001. Research on presence in virtual reality: A survey. Cyberpsychology & Behavior 4 (2): 183–201. https://doi.org/10.1089/109493101300117884.

    Article  Google Scholar 

  • Shapiro, Larry. 2007. The embodied cognition research programme. Philosophy Compass 2 (2): 338–346. https://doi.org/10.1111/j.1747-9991.2007.00064.x.

    Article  Google Scholar 

  • Thompson, Evan. 2010. Mind in life: Biology, phenomenology, and the sciences of mind. Cambridge, MA: Belknap Press of Harvard University Press.

    Google Scholar 

  • Varela, Francisco J., Evan Thompson, and Eleanor Rosch. 2016. The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.

    Google Scholar 

  • Xie, Tianwei. 2010. Tools for teaching Chinese in the virtual world. Journal of Technology and Chinese Language Teaching 1 (1): 59–70.

    Google Scholar 

  • Xie, Weizhen, and Weiwei Zhang. 2017. Familiarity speeds up visual short-term memory consolidation. Journal of Experimental Psychology: Human Perception and Performance 43 (6): 1207–1221. https://doi.org/10.1037/xhp0000355.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Technology, Research and Assessment, Northern Illinois University, DeKalb, IL, USA

    Karen Ladendorf, Danielle Eve Schneider & Ying Xie

Authors
  1. Karen Ladendorf
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Danielle Eve Schneider
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ying Xie
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karen Ladendorf .

Editor information

Editors and Affiliations

  1. CEO, WEMOSOFT, Wollongong, NSW, Australia

    Yu (Aimee) Zhang

  2. Teaching and Learning, The Ohio State University, Upper Arlington, OH, USA

    Dean Cristol

Section Editor information

  1. Coventry University, Coventry, UK

    Yanguo Jing

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer-Verlag GmbH Germany, part of Springer Nature

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Ladendorf, K., Schneider, D.E., Xie, Y. (2019). Mobile-Based Virtual Reality: Why and How Does It Support Learning. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_133-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-41981-2_133-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-41981-2

  • Online ISBN: 978-3-642-41981-2

  • eBook Packages: Springer Reference Social SciencesReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences

Publish with us

Policies and ethics

Search

Navigation