Localization with non-individualized virtual acoustic display cues
CHI '91 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Real and illusory interactions enhance presence in virtual environments
Presence: Teleoperators and Virtual Environments - Virtual environments: Virtual environments and mobile robots: Control, simulation, and robot pilot training
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
Using Presence Questionnaires in Reality
Presence: Teleoperators and Virtual Environments
How Colorful Was Your Day? Why Questionnaires Cannot Assess Presence in Virtual Environments
Presence: Teleoperators and Virtual Environments
The role of spatial descriptions in learning from multimedia
Computers in Human Behavior
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We examined a model of the impact of a 3D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. The relationships between the 3D virtual reality features and the chemistry learning test as it relates to the selected perceptual (spatial orientation and usability) and psychological (self-efficacy and presence) variables were analyzed using the structural equation modeling approach. The results supported all the hypothesized relationships except one. Usability strongly mediated the relationship between 3D virtual reality features, spatial orientation, self-efficacy, and presence. Spatial orientation and self-efficacy had statistically significant, positive impact on the chemistry learning test. The results indicate that 3D virtual reality-based instruction is effective for enhancing students' chemistry achievement. Overall, this study contributed a research model that can help increase the effectiveness of desktop virtual reality environments for enhancing spatial ability and science achievement. Moreover, this study provides insight to science educators, instructional designers, and multimedia developers who are interested in designing science-based instruction using instructional design principles.