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Generative Processing
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=='''Evidence'''== Following the principles of the Cognitive Theory of Multimedia Learning, Lo and Tsai developed a virtual reality learning environment that includes interactive elements throughout fifteen video clips as part of a study on how VR content can promote effective learning. Within the instructional goal of generative processing, the VR program utilized the personalization and [[The Voice Principle|voice principles]], which suggest that using friendly, human narration is more effective than formal, robotic narration. It also utilized the [[Learner Control Principle|learner control principle]], enabling the learner to work at their own pace and prompt interactivity by performing certain actions. Participants’ levels of [[Flow|flow]] experience, learning motivation, learning interaction, [[Self-efficacy theory|self-efficacy]], and presence were examined via pre- and post-questionnaires, and responses to the questionnaires were compared to demonstrate this effective learning tool<ref name="LO AND TSAI">Lo, S.-C., & Tsai, H.-H. (2022). Design of 3D Virtual Reality in the Metaverse for Environmental Conservation Education Based on Cognitive Theory. Sensors (14248220), 22(21), 8329. https://doi.org/10.3390/s22218329</ref>. This suggests that the multimedia learning principles that were applied to the design of the virtual reality environment support meaningful learning. In Zhang et al.’s study of whether interactivity in videos promotes more effective learning, students in an e-learning environment containing interactive videos were found to have higher levels performance and and learner satisfaction than students in e-learning environments with non-interactive video and with no video, as well as students in a traditional classroom space<ref name="ZHANG ET AL">Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006, January 1). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. INFORMATION AND MANAGEMENT, 43(1), 15–27.</ref>. The interactive videos were designed to allow for students to control how and when they watched a given segment, which allowed them to easily re-watch a particular section if they needed to review material for deeper understanding, which fosters students’ ability to select, organize, and integrate material.
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