Countering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environments
Source abstract
Abstract
Immersive Virtual Reality (iVR) is a new technology, the novelty effect of which can reduce the enjoyment of iVR experiences and, especially, learning achievements when presented in the classroom; an effect that the interactive tutorial proposed in this research can help overcome. Its increasingly complex levels are designed on the basis of Mayer’s Cognitive Theory of Multimedia Learning, so that users can quickly gain familiarity with the iVR environment. The tutorial was included in an iVR learning experience for its validation with 65 users. It was a success, according to the user satisfaction and tutorial usability survey. First, it gained very high ratings for satisfaction, engagement, and immersion. Second, high skill rates suggested that it helped users to gain familiarity with controllers. Finally, a medium-high value for flow pointed to major concerns related to skill and challenges with this sort of iVR experience. A few cases of cybersickness also arose. The survey showed that only intense cybersickness levels significantly limited performance and enjoyment; low levels had no influence on flow and immersion and little influence on skill, presence, and engagement, greatly reducing the benefits of the tutorial, despite which it remained useful.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Virtual Reality Applications and Impacts · Educational Games and Gamification · Visual and Cognitive Learning Processes
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Departamento de Ingeniería Informática, Universidad de Burgos, 09006 Burgos, Spain
Funding
ACIS project · Erasmus+ RISKREAL Project · Spanish Ministry of Science and Innovation
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