Are Learning Styles Relevant To Virtual Reality?

Abstract

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interac-tion study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based environment offers promise in accommodating individual differences in terms of learning style. In addition, the significant positive effect of the VR (guided exploration) mode—which provides additional navigational aids—over the VR (non-guided exploration) mode—which does not provide additional navi-gational aids—also implies the importance of providing VR-based learning environments with proper instructional design to achieve the desired educational outcomes. (Keywords: virtual reality, learning style, aptitude-by-treatment interaction, learning environment.) Aptitude-by-treatment interaction (ATI) research investigates the effects of learner aptitudes and traits on learning outcomes from different forms of in-struction (Berliner & Cahen, 1973; Cronbach & Snow, 1969). The major as-sumption of this kind of research is that it is possible and desirable to adapt the