Geht’s genauso virtuell?
Zum Vergleich des kognitiven Lernertrags bei einem virtuellen und einem physischen Besuch in einer Synagoge
DOI:
https://doi.org/10.20377/rpb-2010Keywords:
efficacy study, virtual reality, virtual sacred spaces, synagogue, interfaith learningAbstract
The effort required for religious education teachers to visit a sacred space, such as a synagogue, as a place of religious learning is considerable. Recently, an alternative option has become available that allows users to virtually visit these sacred spaces on a computer or using VR headsets. This study compares the learning outcomes of N = 315 adolescents aged 11 to 18 years between the virtual (computer and VR headset) and physical learning environments at the synagogue in Mannheim using pre- and post-tests. The type of exploration has a significant influence on learning outcomes with a moderate effect size, with virtual explorations proving significantly more effective than physical exploration of the synagogue on-site. Among the potential predictors of learning outcomes, educational aspirations, prior experiences with synagogues, social life, and offline media use were found to have no significant influence. In contrast, subjective learning success, individual religiosity, and attitudes toward Judaism all positively influence learning success. These results are discussed.
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