在虚拟现实中体验教育场景时,沉浸对存在感和影响的影响:一项随机对照研究
Tuva Fjærtoft Lønne1, Håvard R Karlsen1, Eva Langvik1
1Department of Psychology, Norwegian University of Science and Technology, 7491, Trondheim, Norway.
Heliyon
|June 26, 2023
概括
沉浸式虚拟现实 (VR) 在高等教育中增强了存在感和积极情绪. 虽然VR训练会影响情绪,但使用的特定类型的VR不会显著改变即时的情绪变化.
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 心理学 心理学 心理学
背景情况:
- 虚拟现实 (VR) 在技能培训方面有着悠久的历史.
- 缺乏对VR学习成果的标准化措施,重点往往是沉浸,存在和情绪.
研究的目的:
- 在两个VR条件下研究学习成果,特别是存在感和影响感:沉浸式VR和桌面VR.
- 在随机对照试验中比较这些结果.
主要方法:
- 一个具有平行设计的随机对照试验,涉及134名大学生.
- 参与者被随机分配到桌面VR (控制) 或沉浸式VR (干预) 组.
- 测量结果包括存在感和积极影响.
主要成果:
- 与桌面VR相比,沉浸式VR的存在感得分明显更高.
- 在沉浸式VR条件下,积极影响总体上更高,尽管在两种条件下,它在互动后下降.
- 显著的群体间影响有利于沉浸式VR,以增加存在和积极的影响.
结论:
- 沉浸式虚拟现实通过促进更大的存在和积极的情绪,显示出在高等教育中的潜在好处.
- 使用的VR类型似乎不会显著改变学生的直接情绪.
- 对VR在教育环境中的作用进行进一步的研究是有必要的.
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