While Immersive Virtual Reality (IVR) technology has been predominantly employed in technical and medical academic education, it also holds significant potential for Vocational Education and Training (VET). IVR's unique properties, such as high immersion could be especially beneficial in VET, where action-oriented skills, domain-specific knowledge, and their application in new work contexts are crucial. This study investigates the effectiveness of IVR in vocational education, focusing on (1) objective knowledge acquisition, (2) subjectively perceived knowledge acquisition, and (3) motivational effects in the domain of warehouse logistics. Through a randomized controlled trial with 72 vocational students, we compared IVR-based learning to traditional paper-based methods. Results show that IVR did not improve immediate declarative knowledge acquisition; in fact, the paper-pencil group outperformed the IVR group on an objective post-test. However, IVR significantly enhanced students' perceived knowledge gains. The study also confirms higher motivation and immersion in IVR settings compared to paper-based learning environments. The identified discrepancy between perceived and actual learning may help explain the unclear state of research regarding knowledge acquisition in IVR studies, based on the measures used. Moreover, the findings underscore the necessity for a nuanced approach to IVR implementation in VET education. While IVR can be recommended for enhancing short-term learner engagement, traditional methods or a blend of IVR and non-immersive techniques may be more effective for fostering declarative knowledge in the short term.

中文翻译：

---

沉浸式VR在职业教育中的效果如何？分析知识增益和激励效果


虽然沉浸式虚拟现实（IVR）技术主要应用于技术和医学学术教育，但它在职业教育和培训（VET）方面也具有巨大的潜力。 IVR 的独特属性（例如高度沉浸感）在 VET 中尤其有益，其中以行动为导向的技能、特定领域的知识及其在新工作环境中的应用至关重要。本研究调查了 IVR 在职业教育中的有效性，重点关注 (1) 客观知识获取，(2) 主观感知知识获取，以及 (3) 仓储物流领域的动机效应。通过对 72 名职业学生进行的随机对照试验，我们将基于 IVR 的学习与传统的纸质方法进行了比较。结果表明，IVR 并没有改善即时陈述性知识的获取；事实上，在客观的事后测试中，纸笔组的表现优于 IVR 组。然而，IVR 显着增强了学生感知的知识增益。该研究还证实，与纸质学习环境相比，IVR 环境具有更高的积极性和沉浸感。根据所使用的衡量标准，感知学习和实际学习之间的差异可能有助于解释 IVR 研究中关于知识获取的研究状态不明确。此外，研究结果强调了在 VET 教育中采用细致入微的 IVR 实施方法的必要性。虽然可以建议使用 IVR 来增强短期学习者的参与度，但传统方法或 IVR 与非沉浸式技术的结合可能在短期内更有效地培养陈述性知识。