We investigated the effectiveness of immersive virtual reality (VR) for science learning by comparing an VR environment with traditional learning. One group learned about cell biology with a headmounted display using interactive simulation modules in VR, the other with a slideshow presenting the same materials. This study focused on the research question: “Does learning in immersive VR designed to take advantage of VR affordances lead to higher learning outcomes and affective outcomes compared to traditional instruction?” In a quasi-experimental between-subject control group design $(\mathrm{N}=63)$, we measured students’ recall, comprehension, interest, motivation, and experienced emotions. Results indicate that the VR group scored significantly higher than the control group on some dimensions of the post assessment. In addition, VR learners reported higher scores of positive affect and interest. The results of this study support the idea that an affordances approach to the design of VR for learning results in increased learning outcomes and that by using such an approach, VR can be a viable tool for science learning.

Terrain generation and authoring in Virtual Reality (VR) offers unique benefits, including 360-degree views, improved spatial perception, immersive and intuitive design experience and natural input modalities. Yet even in VR it can be challenging to integrate natural input modalities, preserve artistic controls and lower the effort of landscape prototyping. To tackle these challenges, we present our VR-based terrain generation and authoring system, which utilizes hand tracking and a generative model to allow users to quickly prototype natural landscapes, such as mountains, mesas, canyons and volcanoes. Via positional hand tracking and hand gesture detection, users can use their hands to draw mid-air strokes to indicate desired shapes for the landscapes. A Conditional Generative Adversarial Network trained by using real-world terrains and their height maps then helps to generate a realistic landscape which combines features of training data and the mid-air strokes. In addition, users can use their hands to further manipulate their mid-air strokes to edit the landscapes. In this paper, we explore this design space and present various scenarios of terrain generation. Additionally, we evaluate our system across a diverse user base that varies in VR experience and professional background. The study results indicate that our system is feasible, user-friendly and capable of fast prototyping.

Two experiments are presented that examined the role of individual differences on cognitive load in multimedia learning. In Experiment 1, 103 students using a German multimedia software were allowed to look up visual and verbal annotations for unknown words. In Experiment 2, 152 students were assigned to one of four treatments in which they could use either verbal or visual annotations, both, or none. Providing a choice of annotation type resulted in increased learning, while assigning an annotation type led to higher cognitive load, resulting in reduced learning for low-ability learners. Results are in line with a Generative Theory of Multimedia Learning and Cognitive Load Theory, and have implications for the design of Web-based and multimedia learning environments.