دورية أكاديمية
How Learners' Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning about Movements in Desktop and Immersive Virtual Reality Environments
| العنوان: | How Learners' Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning about Movements in Desktop and Immersive Virtual Reality Environments |
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| اللغة: | English |
| المؤلفون: | Birgit Brucker (ORCID |
| المصدر: | Educational Psychology Review. 2024 36(3). |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 46 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Visual Perception, Spatial Ability, Motion, Computers, Computer Simulation, Perspective Taking, Interaction, Human Body, Pictorial Stimuli, Recognition (Psychology), Learning Processes |
| DOI: | 10.1007/s10648-024-09895-w |
| تدمد: | 1040-726X 1573-336X |
| مستخلص: | Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop "VR", Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants' own body). Additionally, the moderating influence of learners' visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1428698 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1040-726X 1573-336X |
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| DOI: | 10.1007/s10648-024-09895-w |