The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context
The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context
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DOI：
10.1080/10508400701793141
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发表时间：
2008-01-01
影响因子：
3.8
通讯作者：
Jin, Michael
中科院分区：
文献类型：
--
作者：
Bailenson, Jeremy N.;Yee, Nick;Jin, Michael
这篇文章说明了使用虚拟环境通过行为和背景来改变社会互动的效用，目的是改善数字环境中的学习。我们首先描述虚拟环境背后的技术和理论，然后报告来自4项实证研究的数据。在实验1中，我们证明了具有增强社会感知的教师（即，接受视觉警告，提醒他们学生没有接受足够的教师眼睛注视）能够比没有增强感知的教师更平等地在学生中分散注意力。在实验2和实验3中，我们证明了通过打破物理空间中存在的空间邻近性规则，学生可以通过处于教师视野的中心（与边缘相比）和更接近教师（与更远相比）来学习更多。在实验4中，我们证明，插入虚拟合作学习者谁是模范学生或分散学生改变了实验参与者谁符合虚拟合作学习者的学习能力。结果表明，虚拟环境将有一个独特的能力，通过改变社会互动改变学习环境的社会动态。
This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to spread their attention more equally among students than teachers without augmented perception. In Experiments 2 and 3, we demonstrated that by breaking the rules of spatial proximity that exist in physical space, students can learn more by being in the center of the teacher's field of view (compared to the periphery) and by being closer to the teacher (compared to farther away). In Experiment 4, we demonstrated that inserting virtual co-learners who were either model students or distracting students changed the learning abilities of experiment participants who conformed to the virtual co-learners. Results suggest that virtual environments will have a unique ability to alter the social dynamics of learning environments via transformed social interaction.