Kaufmann, Kaspar2021-05-182021-05-182021-01-18https://irf.fhnw.ch/handle/11654/32450https://doi.org/10.26041/fhnw-3740The present study explored how media (video vs. virtual reality) and learning activity (passive vs. interactive) affect airport security screeners’ learning experiences by applying a 2 x 2 factorial between-subjects design. A mixed methods approach was employed to assess the screeners’ (n = 26) learning, cognitive load, intrinsic motivation, and technology acceptance. Results showed that videos led to slightly higher learning outcomes than virtual reality. While screeners believed interactivity to enhance learning, no main effect was discovered. This result may have been influenced by increased cognitive load experienced by the screeners through interactivity. Intrinsic motivation was significantly higher for screeners learning with interactive video, passive virtual reality, and interactive virtual reality compared to passive video. Regarding technology acceptance, screeners perceived virtual reality and interactivity to be more useful than video and passivity, respectively. Overall, this study offers insight into the potentials of multimedia for learning in a practical setting.de-CHvirtual reality, video, multimedia learning, cognitive load, intrinsic motivation, technology acceptance11 - Studentische Arbeit