Generating a learning stance through perspective-taking in a virtual environment
Generating a learning stance through perspective-taking in a virtual environment
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DOI：
10.1016/j.chb.2012.01.021
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发表时间：
2012-07-01
影响因子：
9.9
通讯作者：
Lindgren, Robb
中科院分区：
文献类型：
--
作者：
Lindgren, Robb
新兴的媒体技术，如虚拟环境，提供了一个独特的机会来研究观点采择对人类学习过程的影响。在这些环境中，学习者有可能沉浸在一个独特的视觉视角中，比如一个称职的演员，并体验他们在某个领域执行关键任务时分配注意力的方式。本研究调查是否有机会体验第一人称的角度来看，在虚拟世界的模拟行动的好处学习相比，第三人称，这些相同的事件的无实体的角度。在模拟和评估后的活动，包括一个演示任务的性能措施表明显着的优势，参与者谁收到的第一人称的角度来看。这些参与者对模拟中的重要任务和与任务相关的元素有更好的记忆;他们犯的错误更少，比第三人称视角的参与者表现出更少的寻求帮助行为。结果描述的虚拟环境的能力，通过以人为本的观点来生成一个学习的立场，并讨论了潜在的影响，为计算机教学技术的设计。(C)2012爱思唯尔有限公司保留所有权利。
Emerging media technologies such as virtual environments present a unique opportunity to examine the effects of perspective-taking on processes of human learning. In these environments it is possible for learners to immerse themselves in a unique visual perspective-such as that of a competent actor-and experience the ways they allocate their attention as they perform critical tasks in a domain. This study investigates whether the opportunity to experience a first-person perspective of actions in a virtual world simulation benefits learning compared to a third-person, disembodied perspective of those same events. Measures of performance within the simulation and post-assessment activities including a diagramming task indicate significant advantages for participants who received the first-person perspective. These participants had a better memory for the important tasks and task-related elements of the simulation; they committed fewer errors and exhibited less help-seeking behavior than participants with a third-person perspective. Results are described in terms of a virtual environment's ability to generate a learning stance through person-centered perspective-taking, and potential implications for the design of instructional computer technologies are discussed. (C) 2012 Elsevier Ltd. All rights reserved.