Virtual Environments: Issues and Opportunities for Researching Inclusive Educational Practices

Researching Learning in Virtual Worlds - Human-Computer Interaction Series ◽

10.1007/978-1-84996-047-2_1 ◽

2010 ◽

pp. 1-15 ◽

Cited By ~ 9

Author(s):

Kieron Sheehy

Keyword(s):

Virtual Environments ◽

Educational Practices

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The sense of presence in virtual environments:

Zeitschrift für Medienpsychologie ◽

10.1026//1617-6383.15.2.69 ◽

2003 ◽

Vol 15 (2) ◽

pp. 69-71 ◽

Cited By ~ 84

Author(s):

Thomas W. Schubert

Keyword(s):

Virtual Environments ◽

Coding Theory ◽

Model Building ◽

Self Report ◽

Survey Study ◽

Spatial Presence ◽

Component Structure ◽

Sense Of Presence ◽

Being There ◽

Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

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Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000279 ◽

2020 ◽

pp. 1-11

Author(s):

Jérôme Guegan ◽

Claire Brechet ◽

Julien Nelson

Keyword(s):

Virtual Environments ◽

Divergent Thinking ◽

Idea Generation ◽

Combined Processes ◽

Office Environment ◽

School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

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