The Effects of Interactivity on Learners' Experience in a Visually Immersive Display Context

Autor/inn/en	Salame, Youness; Léger, Pierre-Majorique; Charland, Patrick; Merveilleux Du Vignaux, Maÿlis; Durand, Emmanuel; Bouillot, Nicolas; Pardoen, Mylène; Deslandes-Martineau, Marion; Sénécal, Sylvain
Titel	The Effects of Interactivity on Learners' Experience in a Visually Immersive Display Context
Quelle	In: Computers in the Schools, 39 (2022) 1, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Léger, Pierre-Majorique) ORCID (Charland, Patrick) ORCID (Sénécal, Sylvain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2037296
Schlagwörter	Interaction; Teaching Methods; Educational Technology; Technology Uses in Education; Student Attitudes; Emotional Response; Program Effectiveness; Computer Mediated Communication; Value Judgment; Young Adults; Foreign Countries; Video Technology; Computer Simulation; Arousal Patterns; Cognitive Processes; Canada (Montreal) + Suchen Sie Ihr Suchwort? Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Emotionales Verhalten; Computerkonferenz; Werturteil; Young adult; Junger Erwachsener; Ausland; Computergrafik; Computersimulation; Cognitive process; Kognitiver Prozess
Abstract	This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner's cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01