Motivation, Engagement, and Performance across Multiple Virtual Reality Sessions and Levels of Immersion

Autor/inn/en	Huang, Wen; Roscoe, Rod D.; Johnson-Glenberg, Mina C.; Craig, Scotty D.
Titel	Motivation, Engagement, and Performance across Multiple Virtual Reality Sessions and Levels of Immersion
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 3, S.745-758 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Wen) ORCID (Roscoe, Rod D.) ORCID (Johnson-Glenberg, Mina C.) ORCID (Craig, Scotty D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12520
Schlagwörter	Student Motivation; Learner Engagement; Academic Achievement; Computer Simulation; Spatial Ability; Undergraduate Students; Educational Technology + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Computergrafik; Computersimulation; Räumliches Vorstellungsvermögen; Unterrichtsmedien
Abstract	This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01