Dynamic landmark placement as a navigation aid in virtual worlds
Proceedings of the 2007 ACM symposium on Virtual reality software and technology
Simulating culture: an experiment using a multi-user virtual environment
Proceedings of the 40th Conference on Winter Simulation
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
The effects of peer intrinsic and extrinsic motivation on MMOG game-based collaborative learning
Information and Management
The effects of teleportation on recollection of the structure of a virtual world
JVRC'09 Proceedings of the 15th Joint virtual reality Eurographics conference on Virtual Environments
An experimental design and preliminary results for a cultural training system simulation
Proceedings of the Winter Simulation Conference
Hi-index | 0.00 |
This article investigates the effect of presence on learning outcomes in educational virtual environments (EVEs) in a sample of 60 pupils aged between 11 and 13 years. We study the effect of personal presence, social presence and participant’s involvement on certain learning outcomes. We also investigate if the combination of the participant’s representation model in the virtual environment (VE) with the way it is presented gives a higher sense of presence that contributes to learning outcomes. Our results show that the existence of an avatar as the pupils’ representation enhanced presence and helped them to successfully perform their learning tasks. The pupils had a high sense of presence for both cases of the EVE presentation, projection on a wall and through a head mounted display (HMD). Our socialized virtual environment seems to play an important role in learning outcomes. The pupils had a higher sense of presence and completed their learning tasks more easily and successfully in the case of their egocentric representation model using the HMD.