The presence of field geologists in Mars-like terrain
Presence: Teleoperators and Virtual Environments
ICIS '98 Proceedings of the international conference on Information systems
The Representation of Virtual Reality in Education
Education and Information Technologies
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
A Virtual Reality Application for Distance Learning of Taiwan Stream Erosion in Geosciences
ICCE '02 Proceedings of the International Conference on Computers in Education
The relationships among measures of intrinsic motivation, instructional design, and learning in computer-based instruction
How is presence in non-immersive, non-realistic virtual environments possible?
AFRIGRAPH '04 Proceedings of the 3rd international conference on Computer graphics, virtual reality, visualisation and interaction in Africa
Measuring Presence in Virtual Environments: A Presence Questionnaire
Presence: Teleoperators and Virtual Environments
A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning
Presence: Teleoperators and Virtual Environments
Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence
Journal of Management Information Systems
Virtual reality for collaborative e-learning
Computers & Education
Assessing the computer attitudes of students: An Asian perspective
Computers in Human Behavior
A task-technology fit view of learning management system impact
Computers & Education
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
Evaluation of learning outcomes using an educational iPhone game vs. traditional game
Computers & Education
Collaborative learning in multi-user virtual environments
Journal of Network and Computer Applications
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This study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed.