Andonova Veneta, Reinoso-Carvalho Felipe, Jimenez Ramirez Manuel Arturo, Carrasquilla David
Universidad de los Andes School of Management, Bogotá, Colombia.
Front Psychol. 2023 Jun 15;14:1176697. doi: 10.3389/fpsyg.2023.1176697. eCollection 2023.
The purpose of this paper is to derive into practical recommendations from multisensory stimulation with virtual reality (VR) and scent to help educators develop effective teaching strategies geared toward aspects of the learning experience, recall, and creativity in a stereotypical learning context.
DESIGN/METHODOLOGY/APPROACH: The paper is based on a randomized experiment in which student participants were subdivided into three treatment groups and one control group. Each group was stimulated by a different combination of visual, auditory, and olfactory stimuli (2D SMELL, VR, and VR SMELL) and the outcomes were compared against those of the control group (2D). Consistent with the Cognitive Theory of Multimedia Learning, hypotheses were constructed to study the effect of different combinations of stimuli on the learning experience and learning outcomes related to recall and creativity in a stereotypical learning context.
Traditional video content alone and bundled with a coherent olfactory stimulus prompted higher self-reported ratings of perceived quality of the sensory experience. Olfactory stimulus in combination with either VR or a traditional video prompted higher self-reported ratings on perceived immersion. In a stereotypical learning context, the highest recall scores were achieved with traditional video alone. Both VR alone and bundled with an olfactory stimulus resulted in enhanced creativity.
RESEARCH LIMITATIONS/IMPLICATIONS: The findings of this study should be interpreted in the context of adopting multisensory stimulations combined with VR technology as part of stereotypical learning contexts. Most professional educators do not have robust knowledge or experience in using build-on-purpose multisensory stimuli but are increasingly engaged in using multisensory tools such as VR, as part of their teaching practice. In relation to recall, the results are consistent with the hypothesis that in a stereotypical learning context, a multisensory experience involving VR and olfactory stimuli can be related to an undesired cognitive load for learners. There exists a possibility that the low-technical version of the VR goggles used, as well as the contents of the instructional video may have influenced the learning outcomes in terms of recall. Hence, future research should consider such aspects and focus on richer learning contexts.
ORIGINALITY/VALUE: This work offers practical recommendations for instructional design strategies aiming to create multisensory stimulations with VR and olfactory components to foster a richer learning experience and enhanced learning outcomes, under the assumptions of a stereotypical learning context.
本文旨在从虚拟现实（VR）和气味的多感官刺激中得出实用建议，以帮助教育工作者制定有效的教学策略，这些策略针对典型学习环境中的学习体验、记忆和创造力等方面。
设计/方法/途径：本文基于一项随机实验，将学生参与者分为三个实验组和一个对照组。每个组受到不同组合的视觉、听觉和嗅觉刺激（2D气味、VR和VR气味），并将结果与对照组（2D）进行比较。与多媒体学习认知理论一致，构建假设以研究不同刺激组合对典型学习环境中与记忆和创造力相关的学习体验和学习成果的影响。
单独的传统视频内容以及与连贯的嗅觉刺激相结合，会促使自我报告的感官体验质量评分更高。嗅觉刺激与VR或传统视频相结合，会促使自我报告的沉浸感评分更高。在典型学习环境中，仅传统视频就能获得最高的记忆分数。单独的VR以及与嗅觉刺激相结合都能增强创造力。
研究局限/启示：本研究的结果应在将多感官刺激与VR技术相结合作为典型学习环境一部分的背景下进行解读。大多数专业教育工作者在使用定制的多感官刺激方面没有丰富的知识或经验，但越来越多地将VR等多感官工具用于他们的教学实践中。关于记忆，结果与以下假设一致：在典型学习环境中，涉及VR和嗅觉刺激的多感官体验可能会给学习者带来不必要的认知负担。所使用的低技术版本VR护目镜以及教学视频的内容可能在记忆方面影响了学习成果。因此，未来的研究应考虑这些方面，并关注更丰富的学习环境。
原创性/价值：在典型学习环境的假设下，这项工作为教学设计策略提供了实用建议，旨在通过VR和嗅觉组件创造多感官刺激，以促进更丰富的学习体验和提高学习成果。
