Stereoscopic Views Improve Spatial Presence but not Spatial Learning in VR Games

A key affordance of virtual reality is the capability of immersive VR to prompt spatial presence resulting from the stereoscopic lenses in the head mounted display (HMD). We investigated the effect of a stereoscopic view of a game, Cellverse, on users' perceived spatial presence, knowledge of cells, and learning in three levels of spatial knowledge: route, landmark, and survey knowledge. Fifty-one participants played the game using the same game controllers but with different views; 28 had a stereoscopic view (HMD), and 23 had a non-stereoscopic view (computer monitor). Participants explored a diseased cell for clues to diagnose the disease type and recommend a therapy. We gathered surveys, drawings, and spatial tasks conducted in the game environment to gauge learning. Participants' spatial knowledge of the cell environment and knowledge of cell concepts improved after gameplay in both conditions. Spatial presence scores in the stereoscopic condition were higher than the non-stereoscopic condition with a large effect size, however there was no significant difference in levels of spatial knowledge between the two groups. Most all drawings showed a change in cell knowledge, yet some participants only changed in spatial knowledge of the cell, and some changed in both cell knowledge and spatial knowledge. Evidence suggests that a stereoscopic view has a significant effect on users' experience of spatial presence, but that increased presence does not directly translate into spatial learning.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

The structural relationships among spatial presence, situational interest and behavioral attitudes toward online virtual museum navigation: a PLS-SEM analysis

PurposeThis study proposed a research model for verifying the structural relationships among users' perceived spatial presence (VR affordance), situational interest (affective factor) and behavioral attitudes (outcome) toward online virtual museum navigation. What role of situational interest plays in the relationships between spatial presence and outcomes was further examined.Design/methodology/approachThere were 141 adults invited to participate in the research trials on the navigation of the online virtual museum which was established by 3D space capture techniques. This study conducted a series of PLS-SEM to analyze the participants' quantitative responses to the surveys of spatial presence, situational interest and attitudes.FindingsThe testing of reliability and validity for the measurement model of this study was satisfied. The significance of users' perceived situational interest: attention demand, instant enjoyment and exploration intention when navigating the online virtual museum with perceptions of spatial presence were identified. The mediation of situational interest in the relationships between spatial presence and behavioral attitudes were also verified.Practical implicationsFor the practical design of desktop-based online virtual museums, it is suggested that more engaging strategies such as narrative storytelling and gamified interaction could be integrated to enhance users' situational interest including attention demand, instant enjoyment and exploration intention.Originality/valueThrough the examination of situational interest from multiple constructs, the research model of this study advanced the conceptual framework for understanding the consequences of VR affordance in online virtual museum navigation. The theoretical contribution to verifying the mediated role of situational interest was made.

Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia

Due to rapid technological changes and innovations, by graduation students have to be equipped with skills necessary for lifelong learning. There is an increasing potential for students’ further development in the digital environment. In high school, it is necessary to build and improve the students’ skills of self-assessing their own learning needs, as well as setting educational objectives and measuring their success. The importance of self-directed learning has increased particularly in the context of COVID-19. In many countries, educational institutions are closed and studying process is remote, reducing the level of teacher involvement and increasing pupils’ own responsibility for their learning outcomes. Changing the classroom from direct spatial presence to the digital environment also changes learning opportunities and increases the importance of digital skills. It is therefore necessary to identify whether pupils possess the necessary self-directed learning skills for the purpose of learning, selecting activities and study materials, managing time, structuring the learning environment, skills to communicate and collaborate and assess their performance, as well as the digital skills needed to organise the digital learning environment and identify the major challenges in remote learning. The results of the study show that pupils have assessed their self-driving learning skills as sufficient, however, as well as that the learning process has been challenging and has created motivational, self-discipline and socializing problems.

The reality of educational transformations for primary school students under the Corona pandemic from the point of view of school principals in the Northern Jordan Valley: واقع التحولات التربوية لطلبة المرحلة الأساسية في ظل جائحة كورونا من وجهة نظر مدراء المدارس في لواء الأغوار الشمالية

The study aimed to identify the reality of educational transformations for primary school students in light of the Corona pandemic from the point of view of school principals in the Northern Jordan Valley. A number of (35) principals in the Northern Jordan Valley were chosen intentionally, and the study reached the following results: the results of the interviews of the respondents showed that the educational relations were limited and transformed from the school system with its elements to the home system with its elements, and to the transfer of the process of receiving the educational authority From administrators and teachers in the school to parents and older brothers at home, and because of the shift in the spatial presence and the abolition of the role of the director and the teacher as an educational process and its transfer to the educational platforms that came during the Corona pandemic, the educational burden and follow-up became entrusted to a very high rate estimated at (80%). As the student’s dependence on himself and his parents, and in light of the results of the study, the researcher made several recommendations for the need to conduct more studies and research Related to the educational reality and its transformations in light of the Corona pandemic at other age and educational stages, and the need to think of solutions to students’ problems resulting from their confinement to educational platforms and their lack of mixing with their peers.

Presence and Communication in Hybrid Virtual and Augmented Reality Environments

The use of virtual reality (VR) and augmented reality (AR) in connected environments is rarely explored but may become a necessary channel of communication in the future. Such environments would allow multiple users to interact, engage, and share multi-dimensional data across devices and between the spectrum of realities. However, communication between the two realities within a hybrid environment is barely understood. We carried out an experiment with 52 participants in 26 pairs, within two environments of 3D cultural artifacts: 1) a Hybrid VR and AR environment (HVAR) and 2) a Shared VR environment (SVR). We explored the differences in perceived spatial presence, copresence, and social presence between the environments and between users. We demonstrated that greater presence is perceived in SVR when compared with HVAR, and greater spatial presence is perceived for VR users. Social presence is perceived greater for AR users, possibly because they have line of sight of their partners within HVAR. We found positive correlations between shared activity time and perceived social presence. While acquainted pairs reported significantly greater presence than unacquainted pairs in SVR, there were no significant differences in perceived presence between them in HVAR.

AudienceMR: Extending the Local Space for Large-Scale Audience with Mixed Reality for Enhanced Remote Lecturer Experience

AudienceMR is designed as a multi-user mixed reality space that seamlessly extends the local user space to become a large, shared classroom where some of the audience members are seen seated in a real space, and more members are seen through an extended portal. AudienceMR can provide a sense of the presence of a large-scale crowd/audience with the associated spatial context. In contrast to virtual reality (VR), however, with mixed reality (MR), a lecturer can deliver content or conduct a performance from a real, actual, comfortable, and familiar local space, while interacting directly with real nearby objects, such as a desk, podium, educational props, instruments, and office materials. Such a design will elicit a realistic user experience closer to an actual classroom, which is currently prohibitive owing to the COVID-19 pandemic. This paper validated our hypothesis by conducting a comparative experiment assessing the lecturer’s experience with two independent variables: (1) an online classroom platform type, i.e., a 2D desktop video teleconference, a 2D video screen grid in VR, 3D VR, and AudienceMR, and (2) a student depiction, i.e., a 2D upper-body video screen and a 3D full-body avatar. Our experiment validated that AudienceMR exhibits a level of anxiety and fear of public speaking closer to that of a real classroom situation, and a higher social and spatial presence than 2D video grid-based solutions and even 3D VR. Compared to 3D VR, AudienceMR offers a more natural and easily usable real object-based interaction. Most subjects preferred AudienceMR over the alternatives despite the nuisance of having to wear a video see-through headset. Such qualities will result in information conveyance and an educational efficacy comparable to those of a real classroom, and better than those achieved through popular 2D desktop teleconferencing or immersive 3D VR solutions.

Augmented reality in online retailing: a systematic review and research agenda

PurposeAugmented reality (AR) has received massive attention in online retail. Therefore, the paper aims to review the state-of-the-art literature on AR in online retailing, by identifying the antecedents, drives, outcomes, theoretical lenses, typology and methodological approaches. The study further aims to identify the critical avenues for future research.Design/methodology/approachTo advance the conceptual and managerial understanding of AR, the study synthesizes the literature through a systematic literature review approach by reviewing 53 articles.FindingsSeveral AR characteristics significantly influence utilitarian, hedonic, perceived risk and experiential value, ultimately resulting in a positive attitude, decision-making assistance and behavioural intentions, wherein customer experience (flow, spatial presence, mental imagery and immersion) plays a mediating role in the process. The study also lists the top authors, articles, journals, countries, theories and methodology used.Originality/valueThe study provides a comprehensive framework on consumer behaviour towards AR in online retailing. Further, the study proposes the future research agenda in the social side of AR, the dark side of AR, customer engagement, use of AR for experiential value and AR marketing domain.