Learning science in virtual reality multimedia environments: Role of methods and media

College students learned about botany through an agent-based multimedia game. In Experiment 1, students received either spoken or identical on-screen text explanations; in addition, the lesson was presented either via a desktop display (D), a head-mounted display (HMD) used while sitting, or an HMD used while walking (W). In Experiment 2, we examined the effects of presenting explanations as narration (N), text (T), or both (NT) within the D and W conditions. Students scored higher on retention, transfer, and program ratings in N conditions than in T conditions. The NT condition produced results in between. Students gave higher ratings of presence when learning with HMDs, but media did not affect performance on measures of retention, transfer, or program ratings.