Being There, and Being Together: Avatar Appearance and Peer Interaction in VR Classrooms for Video-Based Learning

Abstract

The development of technology and the recent Covid-19 has moved a substantial part of education into online environments, and video-based learning has become a common format of online learning. An alternative to enhance the co-learning experience in video-based online learning is to make use of immersive virtual reality (VR) technology. The current study focused on how to build a sense of being together in an immersive VR classroom for video-based learning, when individual learners can schedule and pace their learning on their own. Two alternative in-class interaction mechanisms for video-based learning were proposed (i.e., real-time interaction and timeline-anchored interaction). The impact of in-class interaction design was investigated, together with the impact of different styles of visual embodiment of learners (i.e., realistic and cartoon-styled), through a laboratory experiment involving 48 participants, and the influences on learners’ immersion in a VR classroom, identification with the avatars, perceived social presence of peer learners, and learning outcomes were analyzed. The results showed that enabling in-class interaction with peer learners in VR classrooms enhances immersion in the learning environment and their identification of peer avatars, as well as helping learners to develop a stronger co-presence and more intimate perception of peers. Whereas real-time interaction improves perceived social presence the most, the reduced learning outcome suggests that it may distract learners from the video. The timeline-anchored interaction, on the other hand, improves social presence at no cost of learning performance. Appearance style, however, has no significant influence on learning experiences and outcomes.