Lifelong, Place-Based and Gameful Design Perceptions on Virtual Reality Immersive Learning Experiences

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-09-24 DOI:10.1002/jcal.70335

Robson M. Araujo-Junior, Alec M. Bodzin

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引用次数: 0

Abstract

Background

There is a need to better understand how immersive technologies, specifically virtual reality (VR), can support learning across the lifespan and in different learning settings. Prior work emphasizes the importance of empirical investigations that include diverse learner characteristics, examine how these diverse elements relate to learning outcomes, and identify mechanisms that may enable or constrain effective learning. Scholars also advocate for interdisciplinary approaches that integrate immersive technologies and thoughtful design to support meaningful learning experiences.

Objectives

This study examines how learners' perceptions of the immersive learning experience with Watershed Explorers: Environmental Issues in desktop VR (dVR) and headset VR (hVR) are associated with their reported engagement and motivation across formal, non-formal, and informal learning settings and a wide age range.

Methods

Data were collected over 6 months using convenience sampling. The dataset included 151 participants aged 8–90 across formal, non-formal, and informal learning settings. The Cognitive Affective Model of Immersive Learning (CAMIL) informed construct selection, and the Technology-enhanced Lifelong Learning Ecology (TeLLE) conceptual framework guided the regression approach. Analyses examined how learners' perceived VR affordances (immersion and presence), perceived gameful design features (narrative, tutorial, and agency), perceived local context (place-based content), as well as learning settings (formal, non-formal, informal), device (dVR or hVR), and age were associated with their reported affective outcomes (engagement and motivation). Survey-mode differences (i.e., embedded survey for dVR; paper survey for hVR) align with device conditions and represent a limitation for interpreting device comparisons.

Results and Conclusions

Participants across learning settings and the sampled age range reported high perceived immersion and presence. Perceived gameful design showed the strongest associations with self-reported affective outcomes, followed by perceived VR affordances and perceived local context. Age showed a small but statistically significant positive association with affective outcomes, suggesting that lifespan factors contribute meaningfully alongside design perceptions. Perceived affective outcomes mean scores were similar for dVR and hVR, which showed negligible associations with outcomes; however, caution is advised when interpreting device differences due to survey-mode alignment. Overall, results suggest that learners' perceptions of design quality, rather than device type, are more strongly associated with their reported motivation and engagement in immersive VR experiences across learning settings.

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虚拟现实沉浸式学习体验的终身、基于地点和游戏设计感知

有必要更好地了解沉浸式技术，特别是虚拟现实（VR）如何在整个生命周期和不同的学习环境中支持学习。先前的工作强调了实证调查的重要性，包括不同的学习者特征，研究这些不同的元素如何与学习结果相关，并确定可能促进或限制有效学习的机制。学者们还提倡跨学科的方法，将沉浸式技术和深思熟虑的设计结合起来，以支持有意义的学习体验。本研究考察了学习者对《分水岭探索者：桌面VR （dVR）和头戴式VR （hVR）中的环境问题》沉浸式学习体验的感知如何与他们在正式、非正式和非正式学习环境中报告的参与度和动机相关，并考察了广泛的年龄范围。方法采用方便抽样法，在6个月内收集资料。该数据集包括151名年龄在8-90岁之间的参与者，他们来自正式、非正式和非正式的学习环境。沉浸式学习的认知情感模型（CAMIL）为构念选择提供信息，技术增强终身学习生态（TeLLE）概念框架指导回归方法。分析研究了学习者感知到的VR情景（沉浸感和存在感）、感知到的游戏设计特征（叙事、教程和代理）、感知到的本地环境（基于地点的内容）、学习环境（正式、非正式、非正式）、设备（dVR或hVR）和年龄如何与他们报告的情感结果（参与度和动机）相关。调查模式的差异（即，dVR的嵌入式调查；hVR的纸质调查）与设备条件一致，并代表了解释设备比较的限制。结果和结论不同学习环境和抽样年龄范围的参与者报告了较高的沉浸感和存在感。感知到的游戏设计与自我报告的情感结果的关联最强，其次是感知到的VR功能和感知到的当地环境。年龄与情感结果呈微小但统计学上显著的正相关，这表明寿命因素与设计感知一起有意义地起作用。感知情感结果的平均得分与dVR和hVR相似，与结果的关联可以忽略不计；然而，在解释由于测量模式校准而导致的设备差异时，建议谨慎。总体而言，研究结果表明，学习者对设计质量的看法，而不是设备类型，与他们在学习环境中沉浸式VR体验的动机和参与度更密切相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope