Engaging university students in a library guide through wearable spherical video-based virtual reality: effects on situational interest and cognitive load
Engaging university students in a library guide through wearable spherical video-based virtual reality: effects on situational interest and cognitive load
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通过可穿戴球形视频虚拟现实让大学生参与图书馆指南：对情景兴趣和认知负荷的影响
DOI：
10.1080/10494820.2019.1624579
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发表时间：
2019
影响因子：
5.4
通讯作者：
M. Jong
中科院分区：
文献类型：
--
作者：
Hota Chia;Shih;J. Sun;M. Jong
摘要本研究旨在探讨大学图书馆虚拟导览与地图导览组学生情境兴趣（探索意图、即时享受、新奇感、注意力需求、挑战感、总兴趣）与认知负荷（内在、外在、相关）的差异。VR向导组使用可穿戴球形视频虚拟现实（SVVR）设备，而地图向导组使用平板电脑来学习图书馆的功能。两组都完成了先前的知识测试，现场任务，情景兴趣量表和认知负荷量表。结果表明，与使用地图导游相比，可穿戴VR导游可以产生更高的“新奇”和“挑战”程度（在情境兴趣维度），以及更高的相关认知负荷。本研究揭示了在学习和教学中利用SVVR对大学生有积极的影响。SVVR的教育应用在转变学生的学习方式、改善传统学习、增强学生对内容的理解和学习动机等方面具有良好的潜力。
ABSTRACT This study aimed to investigate differences in students’ situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of “Novelty” and “Challenge” (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students’ way of learning, improving traditional learning, and enhancing students’ understanding of content and learning motivation.
影响因子：
2.7
作者：
Linnenbrink-Garcia, Lisa;Durik, Amanda M.;Harackiewicz, Judith M.
通讯作者：
Harackiewicz, Judith M.