The Effects of Interactivity on Learners’ Experience in a Visually Immersive Display Context

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-01-02 DOI:10.1080/07380569.2022.2037296

Youness Salame, Pierre-Majorique Léger, Patrick Charland, Maÿlis Merveilleux Du Vignaux, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, Marion Deslandes-Martineau, S. Sénécal

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引用次数: 1

Abstract

Abstract This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner’s cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers.

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视觉沉浸式展示语境中互动性对学习者体验的影响

摘要本研究报告了使用两种交互式沉浸式球形圆顶屏幕（大屏幕和小屏幕）的教学效益的经验证据。结果来自一项实验，该实验测量了102名参与者的情绪、认知、感知/态度状态和学习结果，这些参与者被分为对照组/实验组和组/个人教学环境。具体而言，本文旨在研究在沉浸式技术中使用互动在多大程度上具有积极的学习成果并提供积极的学习体验。基于INTERACT模型，我们的研究结果表明，在较小的圆顶中，学习者的认知状态、感知和态度在互动对学习结果的影响方面发挥着中介作用。然而，在学习结果方面，我们没有观察到较大和较小圆顶之间的差异。这些结果进一步深入了解了沉浸式环境中的最佳教育实践，并与教学设计师和沉浸式技术制造商相关。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.