How do the experiences of virtual presence and flow differ? evidence from engineering and ICT online education
How do the experiences of virtual presence and flow differ? evidence from engineering and ICT online education
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虚拟存在和流动的体验有何不同？
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Gisela Ammetller
中科院分区：
文献类型：
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作者：
Inma Rodríguez;Antoni Meseguer;Gisela Ammetller
虚拟存在和流动通常被认为是个人沉浸在在线教育环境中的两个核心方面，但它们的界限仍然不清楚。我们试图解决这个问题，从理论上解释，并explainallyshowing，他们的不同程度。从一个纯在线教育环境中的工程和信息通信技术课程的学生样本中，我们发现，虽然虚拟存在和流动都是由集中注意力（这反过来又是由一种类似的感知控制感引起的）触发的，但虚拟存在直接被在线环境中感知到的挑战激活，并且它的激活促进了流动状态。研究结果也支持了挑战和技能对知觉控制的影响。这些结果揭示了虚拟教育环境中沉浸式体验的复杂性，并为高等教育机构和教师提供了启示。
Virtual presence and flow are usually presented as two core facets of the individual’s immersion in online educationsettings, yet their delimitation is still unclear. We seek to address this issue by theoretically explaining, and empiricallyshowing, their different extents. From a sample of students of engineering and ICT programmes in a pure-online educationsetting, we have found that although virtual presence and flow are both triggered by focused attention (which in turn isprompted by a similar feeling of perceived control), virtual presence is directly activated by the challenges perceived in theonline environment—and its activation facilitates flow states. The findings also support the impact of challenge and skill onperceived control. These results shed light on the complexity of immersive experiences in virtual education environments,and offer implications for higher education institutions and instructors.