在虚拟现实学习中比较基于手和基于控制器的交互:对存在和交互性能的影响
1Computer Engineering, Cankaya University, Ankara, Turkey.
PeerJ. Computer science
|September 24, 2025
概括
虚拟现实 (VR) 科学实验室显示,手动和控制器互动对六年级学生同样有效. 在虚拟科学实验中,无论交互类型如何,男性的表现都比女性更好.
科学领域:
- 教育技术的教育技术
- 教育中的虚拟现实
- 科学教育科学教育教育.
背景情况:
- 虚拟现实 (VR) 为科学教育提供了沉浸式潜力.
- 在教育VR中,最佳的交互方法 (手动 vs. 控制器) 尚未成熟.
- 了解交互模式对于设计有效的VR学习体验至关重要.
研究的目的:
- 调查基于手和基于控制器的交互对学生在VR科学模拟中的出席和表现的影响.
- 为了比较六年级学生不同VR交互模式的有效性.
主要方法:
- 54名六年级学生参加了一个VR科学实验室模拟.
- 参与者被随机分配到基于手或基于控制器的交互组.
- 使用存在问卷 (PQ) 测量存在,并通过观察评估绩效.
主要成果:
- 在基于手和基于控制器的交互组之间,在存在或交互性能方面没有发现显著差异.
- 这两种相互作用模式都导致了可比的存在和性能水平.
- 在表现方面观察到显著的性别差异,男性表现优于女性.
结论:
- 基于手和基于控制器的交互对于促进VR科学教育的存在和表现同样有效.
- 在这些模拟中,VR交互模式的选择可能不是学生参与和学习成果的关键因素.
- 性别可能会影响VR科学任务的性能,在VR设计中需要进一步调查和考虑.
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