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A study on the correlation between seat selection and interaction preference in virtual-reality fusion simulation
Shihan Chen1, Yuan Luo2, Hao Zhang3
1Office of Laboratory Administration, Xi'an University of Finance and Economics, Xi'an, China.
Frontiers in Psychology
|November 7, 2022
Summary
Student seating position in virtual reality gamification influences learning engagement. Inner circle students motivate outer circle peers, and interaction with people, not objects, enhances knowledge acquisition.
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Virtual Reality Learning Environments
Background:
- Understanding student interaction preferences is crucial for effective gamified learning.
- Open gamification scenarios in virtual reality (VR) present unique challenges and opportunities for engagement.
- The impact of physical arrangement and spatial dynamics on learning in immersive environments requires further investigation.
Purpose of the Study:
- To explore the correlation between student seating choices and interaction preferences in an open VR gamification scenario.
- To investigate the influence of factors like distance, seat type, and workstation type on students' interaction preferences.
- To determine how elements within the VR environment affect learning engagement and knowledge acquisition.
Main Methods:
- An experiment was conducted on a provincial virtual simulation experiment teaching center platform.
- Data were collected on absolute distance, seat type, workstation type, and student interaction preference.
- Analysis focused on the relationship between spatial arrangement and engagement in a VR-fusion gamification setting.
Main Results:
- Students in inner circle positions stimulated greater learning investment from those in outer positions.
- Task attributes and group seating distribution influenced students' interaction preferences.
- Students preferred interacting with virtual "people" over virtual "objects" for knowledge and skill acquisition.
- Gender and academic major were found to impact students' experiences in gamified VR teaching.
Conclusions:
- Location significantly affects interactive engagement in immersive VR-fusion gamification.
- Instructional design and teacher intervention can be used to optimize the impact of location on learning.
- Future research should consider demographic factors and interaction modalities in VR learning design.
