کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
349005 618209 2012 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment
چکیده انگلیسی

Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants’ memory for facts. A virtual history lesson was presented to participants with different background stimuli (music or no-music) to test the effect of music on memory. To test the role of immersion on memory and its possible relationship to the music, two different display systems (3-monitor display system or immersive Reality Center) were used in the study. Overall, participants remembered a significantly higher number of facts using the 3-monitor display system, particularly if no background music was played in the second half of the history lesson. Conversely, for participants using the Reality Center, significantly higher recall of facts was found when participants listened to music in the second half of the history lesson. Cognitive load/overload and (un-)familiarity with the technology are offered as explanations.


► 3-monitor display system more beneficial for learning than highly immersive Reality Center
► Music in second half of VirSchool history lesson in Reality Center beneficial for learning
► No music in second half of VirSchool history lesson on 3 monitors beneficial for learning
► Differing results may be due to cognitive overload in Reality Center.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 58, Issue 1, January 2012, Pages 490–500
نویسندگان
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