International Journal of Man-Machine Studies
Virtual reality on a WIM: interactive worlds in miniature
CHI '95 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
The Science of Virtual Reality and Virtual Environments
The Science of Virtual Reality and Virtual Environments
Supporting Transcontinental Collaborative Work in Persistent Virtual Environments
IEEE Computer Graphics and Applications
The Round Earth Project: Deep Learning in a Collaborative Virtual World
VR '99 Proceedings of the IEEE Virtual Reality
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Mixed Reality in Education, Entertainment, and Training
IEEE Computer Graphics and Applications
How Computer Games Help Children Learn
How Computer Games Help Children Learn
Journal of Cognitive Neuroscience
Attention guidance during example study via the model's eye movements
Computers in Human Behavior
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Emerging media technologies such as virtual environments present a unique opportunity to examine the effects of perspective-taking on processes of human learning. In these environments it is possible for learners to immerse themselves in a unique visual perspective-such as that of a competent actor-and experience the ways they allocate their attention as they perform critical tasks in a domain. This study investigates whether the opportunity to experience a first-person perspective of actions in a virtual world simulation benefits learning compared to a third-person, disembodied perspective of those same events. Measures of performance within the simulation and post-assessment activities including a diagramming task indicate significant advantages for participants who received the first-person perspective. These participants had a better memory for the important tasks and task-related elements of the simulation; they committed fewer errors and exhibited less help-seeking behavior than participants with a third-person perspective. Results are described in terms of a virtual environment's ability to generate a learning stance through person-centered perspective-taking, and potential implications for the design of instructional computer technologies are discussed.