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Immersive virtual environments and embodied agents for e-learning applications.

Isabel S Fitton¹, Daniel J Finnegan², Michael J Proulx³

¹Department of Computer Science, University of Bath, Bath, UK.

Peerj. Computer Science

|April 5, 2021

Summary

This summary is machine-generated.

Massive Open Online Courses (MOOCs) show promise in virtual environments, but this study found similar learning outcomes and engagement compared to traditional lectures. Further research is needed to optimize remote learning applications.

Keywords:

Classroom Distance learning E-learning Education Immersive virtual environments MOOC Virtual reality

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Area of Science:

Educational Technology
Virtual Learning Environments
Remote Learning

Background:

Massive Open Online Courses (MOOCs) face challenges with learner commitment and low completion rates.
Immersive virtual environments (VEs) are explored as a potential solution to enhance remote learning.
Embodied agent tutors are common in VEs but their impact requires investigation.

Purpose of the Study:

To investigate the effectiveness of immersive virtual environments for delivering PowerPoint-based learning.
To assess the role of embodied agent tutors in virtual learning environments.
To compare learner performance, motivation, satisfaction, and engagement in real versus virtual settings.

Main Methods:

Learners participated in informational learning tasks in both real and virtual environments.
A bespoke knowledge test was administered to assess learning outcomes.
Metrics for motivation, satisfaction, and engagement were collected.
The presence or absence of embodied agent tutors was varied within the virtual environment.

Main Results:

No significant differences were found in knowledge test performance between real and virtual environments.
Learner motivation, satisfaction, and engagement levels were comparable across real and virtual settings.
The presence of embodied agent tutors did not significantly impact the measured outcomes.

Conclusions:

Virtual environments show potential for delivering remote learning comparable to traditional lectures.
Embodied agent tutors may not be essential for achieving similar learning outcomes in current VE designs.
Further research is crucial to guide the development of effective remote learning applications using virtual environments.