Levels Of Immersion Research Articles

Using virtual simulation to teach evidence-based practice in nursing curricula: A rapid review.

Virtual simulation is an interactive teaching and learning strategy used in undergraduate nursing student education, especially since the onset of the COVID-19 pandemic. Few published studies have reviewed the impact of virtual simulation as a strategy for teaching nursing students the elements of evidence-based practice. To describe types of virtual simulation that are relevant to nursing student education and examine how these modalities are applied to teach elements of evidence-based practice. A rapid review of literature was conducted to discern the use and impact of virtual simulation. Thirty-seven studies published between 2017 and May 2021 that addressed nursing students' educational outcomes were reviewed and summarized as a narrative analysis. Virtual simulation and virtual reality simulation engage learners in role-plays via a computer screen or hand-held phone. Various levels of realism and immersion were apparent across different modalities and with the utilization of educational games. Most studies related to the teaching of best practice evidence-based clinical nursing topics. Twenty primary studies reported objective measures of students' improvement such as knowledge, performance, better documentation, or communication accuracy. Sixteen studies that measured knowledge identified significant knowledge gains. All studies endorsed virtual simulation as a teaching method. Virtual simulation approaches offer an innovative and feasible option for teaching nursing students. Such approaches should be included in undergraduate nursing curricula. While it is apparent that evidence-based practice guidelines inform the design of the virtual simulation scenarios, the effectiveness of the modality for teaching specific elements of evidence-based practice to nursing students is not yet confirmed. Nursing curricula need to include ways of teaching nursing students to search for and critically appraise trustworthy sources of knowledge for clinical practice.

Because I’m Happy—An Overview on Fostering Positive Emotions Through Virtual Reality

In recent years, an increased demand for improving mental health and well-being led to developing procedures capable of enhancing positive experiences. One highly attractive candidate for evoking positive experiences is Virtual Reality (VR), as VR enables users to experience various situations in controlled and safe environments. This overview first investigates how positive emotions, well-being and VR are interconnected. Then, an overview about how and why to induce positive emotions in adult users is provided. Methodological and ethical considerations about VR technology, measurements of VR’s efficacy and user characteristics are reviewed. It emerges that VR is efficient in inducing positive emotions across the adult lifespan and in various settings. Levels of immersion, interactivity, Virtual environment contents, sensory modalities involved and users’ characteristics emerged as key determinants for successfully inducing positive emotions with VR. The main applications of positive VR experiences consist in using VR for relaxation, stress and pain management, motivation for physical activities, and gives promising results for apathy treatment in elderly users. Although VR is efficient in eliciting positive emotions and experiences, the underlying operating mechanisms remain unclear and are yet to be further investigated. Finally, the need for a user-centered approach when designing positive VR experiences, clear guidelines for the use of VR, and a better documentation of its potential adverse effects are addressed.

3D-modeling of an experimenal wound channel caused by a piercing-cutting object with bilateral blade grinding

The research deals with the possibility to use up-to-date methods of 3D-modeling for diagnostics of piercing-cutting objects causing injuries with bilateral blade grinding. A virtual element of the wound channel is shown to be printed on 3D-printer and given to investigating bodies in order to increase the effective and objective search of a traumatic instrument. 
 Aim of the work. To apply the method of photogrammetry with further 3D-modeling of the wound channel formed by a piercing-cutting object with bilateral blade grinding for further examination of its morphological peculiarities and receiving its linear size with high accuracy in the space of graphics editor «3DsMax».
 Materials and methods. Fifteen experimental wound channels were made by means of alginate impression mass with rubber-like effect «Hydrogum 5» (firm «Zhermack», Italy), which becomes hard rapidly, remains elastic after polymerization, allows impresses to be obtained with an extremely smooth surface, most accurately preserves and reproduces characteristics of an immersed blade of the knife examined. To make experimental injury a piercing-cutting object was used – a knife with bilateral grinding of the blade 6,16 cm long, 2,6 cm wide in the base of the blade, and the blade in its middle part 0,3 cm thick. These sizes of the piercing-cutting instrument were obtained by means of sliding calipers with the error ±0,03-0,15 cm. The wound channel obtained was divided into fragments with a pitch about 3,5 cm. Every fragment of the wound channel was contrasted with a dye using 1 % brilliant green alcohol solution.
 All the fragments of the wound channel were opened parallel to its length and were placed on a rotary table located in a light cube to provide adequate illumination and photos were taken. The digital camera SONY RX 10 II was used for shooting. The object of shooting was labeled with a number, a fragment of a plotting scale 1,0 cm long was placed on it to calibrate the scale and control the sizes of the object examined in computer programs. The photos obtained in JPEG format were loaded into the computer program «Agisoft Photoscan», and 3D-textured models of a wound channel fragment were created in it. The model obtained and the texture was exported in «OBJ» format. The next stage of the work was to transfer 3D-models obtained into the graphic space of «3DsMax» program, where the scale of the model was calibrated. After that the wound channel was reconstructed in the graphics editor by means of 3D models of the wound channel fragments.
 Results. To compare differences between classical and new methods of examination at first linear dimensions of injuries were measured by means of a ruler. The depth of the wound channel was obtained consisting of two fragments according to the method of measuring the wound channel depth in the dead body by means of joining of its separate parts due to immersion and passing the blade in the victim’s body (in the skin, subcutaneous tissue with muscles, in the wall of the cavity and inside of it, in the internal organ and other anatomical structures). The width and length of the wound channel on various levels of immersion were registered in the similar way, which is an important diagnostic component during forensic expertise in case of piercing-cutting injuries.
 The next stage in our research was to examine and get linear dimensions of injuries by means of up-to-date technologies using 3D-models with the help of the graphics editor «3DsMax». In this case the computer program enabled to get the above results with a higher accuracy to 0.001 cm.
 Conclusions. The results obtained are indicative of high information value of the three dimensional methods to identify a traumatic piercing-cutting object by means of a spatial reconstruction of the wound channel fragments, which provides high accuracy in solving applied tasks in modern forensic practice and criminal law science. The method with the use of the graphics editor «3ds max» allows retrospective diagnostics of the wound channel fragments to be obtained followed by further comparison with an expected traumatic object.

The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.

BackgroundAgainst the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998) , this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM ( Starker & Imhof, 2014 ).MethodsN = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires.ResultsA hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome.ConclusionThe cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.

Immersion Experiences in a Tablet-Based Markerless Augmented Reality Working Memory Game: Randomized Controlled Trial and User Experience Study.

BackgroundIn recent years, augmented reality (AR), especially markerless augmented reality (MAR), has been used more prevalently to create training games in an attempt to improve humans' cognitive functions. This has been driven by studies claiming that MAR provides users with more immersive experiences that are situated in the real world. Currently, no studies have scientifically investigated the immersion experience of users in a MAR cognitive training game. Moreover, there is an observed lack of instruments on measuring immersion in MAR cognitive training games.ObjectiveThis study, using two existing immersion questionnaires, investigates students’ immersion experiences in a novel MAR n-back game.MethodsThe n-back task is a continuous performance task that taps working memory (WM) capacity. We compared two versions of n-back training. One was presented in a traditional 2D format, while the second version used MAR. There were 2 experiments conducted in this study that coordinated with 2 types of immersion questionnaires: the modified Immersive Experiences Questionnaire (IEQ) and the Augmented Reality Immersion (ARI) questionnaire. Two groups of students from two universities in China joined the study, with 60 participants for the first experiment (a randomized controlled experiment) and 51 participants for the second.ResultsBoth groups of students experienced immersion in the MAR n-back game. However, the MAR n-back training group did not experience stronger immersion than the traditional (2D) n-back control group in the first experiment. The results of the second experiment showed that males felt deeply involved with the AR environment, which resulted in obtaining higher levels of immersion than females in the MAR n-back game.ConclusionsBoth groups of students experienced immersion in the MAR n-back game. Moreover, both the modified IEQ and ARI have the potential to be used as instruments to measure immersion in MAR game settings.Trial RegistrationUMIN Clinical Trials Registry UMIN000045314; https://upload.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000051725

The benchmark framework and exploratory study to investigate the feasibility of 360-degree video-based virtual reality to induce a full body illusion

The feeling of ownership of a virtual body has been a topic of interest in recent years. In order to observe the mechanisms involved in the perception of the body illusion and its manipulation, the use of virtual reality (VR) has been essential. Various technical VR set-ups have been adopted by different authors to induce the sense of embodiment. Recently, 360-degree technology camera emerged as an innovative instrument to generate an immersive experience, with positive results in terms of involvement with the scenario. The current study aims to test the feasibility of the 360-degree video-based VR to induce a full body illusion. To do this, we evaluated two different groups receiving different levels of immersion: a 3D immersive video and a 2D non-immersive video. Self-reported sense of embodiment and heart rate variability (HRV) measures were analyzed. The results of the embodiment questionnaire showed that the immersive condition can trigger a full body illusion, with significant differences between the 3D and 2D conditions (ownership: p = .003, agency: p = .000, location: p = .013, haptic sensation: p = .027). No difference was found on the Root Mean Square of the Successive Differences (RMSSD) index—the beat-to-beat variance of the heart rate—of the HRV measure (first 90 s: p = .168, last 90 s: p = .401). Based on these results, future studies are needed to investigate the 360-degree video-based VR technology as a medium to generate the sense of embodiment.

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.

Kaiako and stakeholders’ perceptions about Māori partial-immersion environments' contribution to Māori-medium education

The contributions partial-immersion Māori programmes offer to the wider educational landscape of Aotearoa is essential to Māori achieving as Māori. In this article, partial-immersion settings are defined as Level 2 immersion (51%–80% te reo Māori instruction) and Level 3 immersion (31%–50% te reo Māori instruction). While lower levels of immersion can be less effective for language acquisition than full-immersion Māori environments (May et al., 2004), this study finds that partial-immersion programmes are perceived to produce beneficial outcomes in terms of ahurea tuakiri and culturally empowering practice.

Viewer’s Role and Viewer Interaction in Cinematic Virtual Reality

Cinematic Virtual Reality (CVR) is a form of immersive storytelling widely used to create engaging and enjoyable experiences. However, issues related to the Narrative Paradox and Fear of Missing Out (FOMO) can negatively affect the user experience. In this paper, we review the literature about designing CVR content with the consideration of the viewer’s role in the story, the target scenario, and the level of viewer interaction, all aimed to resolve these issues. Based on our explorations, we propose a “Continuum of Interactivity” to explore appropriate spaces for creating CVR experiences to archive high levels of engagement and immersion. We also discuss two properties to consider when enabling interaction in CVR, the depth of impact and the visibility. We then propose the concept framework Adaptive Playback Control (APC), a machine-mediated narrative system with implicit user interaction and backstage authorial control. We focus on “swivel-chair” 360-degree video CVR with the aim of providing a framework of mediated CVR storytelling with interactivity. We target content creators who develop engaging CVR experiences for education, entertainment, and other applications without requiring professional knowledge in VR and immersive systems design.

Virtual reality safety training using deep EEG-net and physiology data

Virtual reality (VR) safety training systems can enhance safety awareness while supporting health assessment in various work conditions. This paper proposes a novel VR system for construction safety training, which augments an individual’s functioning in VR via a brain–computer interface of electroencephalography (EEG) and physiology data such as blood pressure and heart rate. The use of VR aims to support high levels of interactions and immersion. Crucially, we apply novel clipping training algorithms to improve the performance of a deep EEG neural network, including batch normalization and ELU activation functions for real-time assessment. It significantly improves the system performance in time efficiency while maintaining high accuracy of over 80% on the testing datasets. For assessing workers’ competence under various construction environments, the risk assessment metrics are developed based on a statistical model and workers’ EEG data. One hundred and seventeen construction workers in Shanghai took part in the study. Nine of the participants’ EEG is identified with highly abnormal levels by the proposed evaluation metric. They have undergone further medical examinations, and among them, six are diagnosed with high-risk health conditions. It proves that our system plays a significant role in understanding workers’ physical condition, enhancing safety awareness, and reducing accidents.

An Internet-based treatment for Flying Phobia using 360° images: Study protocol for a feasibility pilot study

BackgroundFlying Phobia (FP) is a prevalent disorder that can cause serious interference in a person's life. ICBT interventions have already shown their efficacy in several studies, but studies in the field of specific phobias are still scarce. Moreover, few studies have investigated the feasibility of using different types of images in exposure scenarios in ICBTs and no studies have been carried out on the role of sense of presence and reality judgement. The aim of the present study is to explore the feasibility of an ICBT for FP (NO-FEAR Airlines) using two types of images with different levels of immersion (still and navigable images). A secondary aim is to explore the potential effectiveness of the two experimental conditions using two types of images compared to a waiting list control group. Finally, the role of navigable images compared to the still images in the level of anxiety, sense of presence, and reality judgement will also be explored. This paper presents the study protocol. MethodsThis study is a three-armed feasibility pilot study with the following conditions: NO-FEAR Airlines with navigable images, NO-FEAR Airlines with still images, and a waiting list group. A minimum of 60 participants will be recruited. The intervention will have a maximum duration of 6 weeks. Measurements will be taken at four different moments: baseline, post-intervention, and two follow-ups (3- and 12-month). Participants' opinions, preference, satisfaction and acceptance regarding the images used in the exposure scenarios will be assessed. FP symptomatology outcomes will also be considered for secondary analyses. The anxiety, sense of presence, and reality judgement in the exposure scenarios will also be analysed. DiscussionThis study will conduct a pilot study on the feasibility of an ICBT for FP and it is the first one to explore the evaluation of patients of the two type of images (still and navigable) and the role of presence and reality judgement in exposure scenarios delivered through the Internet. Research in this field can have an impact on the way these scenarios are designed and developed, as well as helping to explore whether they have any effect on adherence. Trial registrationNCT03900559. Trial Registration date 3 April 2019, retrospectively registered.

Steady and unsteady loading on a hydrofoil immersed in a turbulent boundary layer

The steady and unsteady loads acting on a hydrofoil immersed in a turbulent boundary layer have been investigated. Measurements were performed in a cavitation tunnel in which the hydrofoil was mounted from the test section ceiling, via a 6-component force balance. Two NACA0012 hydrofoil models with trapezoidal planforms and aspect ratios of 2.4 and 1.2 were examined. The ceiling turbulent boundary layer was artificially thickened via an array of transverse jets located upstream of the test section. Thickening the ceiling boundary layer allowed for varying levels of hydrofoil immersion (nominally up to 100%) to be studied. In addition to the level of immersion, the effect of varying incidence and Reynolds number on the hydrodynamic loading normal to the chord was also investigated. Steady forces were found to be significantly affected by the relative scale of the boundary layer, particularly in the stall region. A broadband peak in the unsteady normal force spectra was observed at a constant reduced frequency of 0.2. The relative peak amplitude was found to be dependent on the boundary layer thickness to hydrofoil span ratio and Reynolds number. As the incidence is increased past stall, a low-frequency power increase was observed which was superimposed over the existing broadband excitation induced by the ceiling boundary layer.

Exploring the preparation and the effectiveness of meeting perceived learning needs of undergraduate nursing students who undertake clinical placements in rural facilities from the perspectives of students

Universities are seeking alternative Work Integrated Learning (WIL) placements for nursing students due to increasing demand. Whilst significant research exists relating to rural and remote placements (particularly in their utility for recruitment upon graduation), there is a lack of research relating to student preparation for these placements. Third year nursing students participated in a qualitative exploratory study to provide their perceptions of preparation for WIL placements in a Queensland rural health service. While participants in this study valued their experience highly, concerns relating to their preparation were identified. These included inadequate university and facility communication, accommodation issues, and a lack of advance rostering. Negative impacts on participants included outdated facility policies and nursing practices, and a lack of acceptance from some nursing staff. Some also experienced loneliness, isolation and financial problems. Conversely, participants were unprepared for positive aspects of the placement including enjoying the rural lifestyle and sense of belonging. Students experienced greater autonomy, and more support for individual learning needs than in metropolitan placements. This resulted in higher levels of teamwork, interprofessional practice and immersion in wide-ranging experiences. Improved pre-placement information from the university and facility would enhance students’ experience of rural and remote WIL placements.

Approaches to Integrate Virtual Reality into K-16 Lesson Plans: an Introduction for Teachers

This discourse presents TPACK as a conceptual framework for thinking about the integration of Virtual Reality into the classroom. This content introduces the concept of immersion, explores of the possibilities of VR technology, including the hardware, software, and potential classroom uses. This review also provides heuristics for deciding VR’s fit with the learning objectives. Readers also will learn processes for finding resources, overcoming challenges, and addressing tradeoffs to K16 teachers implementing VR. The methodological approach provides a guide to practitioners for supporting both course learning objectives and student engagement. The TPACK framework, considerations of levels of immersion afforded by different hardware, and access to technology frame the planning and analysis of integration of VR technology. The article closes with content to introduce practitioners and administrators to the range of virtual reality (VR) technology and facilitate decisions on integration of VR into classrooms in order to improve the technological competency of K16 teachers and empower them to integrate VR content into their classrooms effectively.

Fright, attention, and joy while killing zombies in Virtual Reality: A psychophysiological analysis of VR user experience

AbstractTo date, research on the user experience of Virtual Reality (VR) games is sparse even though VR and immersive gaming experiences are emerging as a substantial consumer based within the videogame industry. Using facial electromyography and skin conductance response measurement, the current research presents the first psychophysiological evidence to show that: (1) VR games may heighten affective responses such as fear and arousal; (2) different levels of immersion in various gameplay modes may evoke higher affective responses; and (3) these heightened affective responses significantly correlate with users’ experience of enjoyment at the precise onset of the affective response. Due to the second‐by‐second nature of psychophysiological measurement, the study's findings also pinpoint a specific sequence (i.e., entrapment in a dark room) within the gameplay that significantly evoked nearly 2.5‐times higher fear with arousal as well as enjoyment. These findings contribute to the ongoing study of VR in the fields of media psychology, media studies, human‐computer interaction studies, and marketing by demonstrating the strong link between immersion, affective responses, and positive user experience toward a horror VR game and their marketing implications.

A Study on the Effect of Perceived Emotional Intelligence of Members on Self-Efficacy and Job Satisfaction

Emotional intelligence is affecting all parts of the workplace and plays an important role in the organization. In this study, we would like to confirm the effects of emotional intelligence on self-efficacy and job satisfaction that members perceive. In this study, an online questionnaire was conducted for members of medical institutions in Gyeonggi Province (excluding doctors) to test the hypothesis. The measurement used a Likert 5-point scale and the measurement items consisted of a total of 31 questions. The statistical analysis was performed using technical statistical analysis, exploratory factor analysis, reliability analysis, correlation analysis, and regression analysis using SPSS 22.0. The results of the study are First, in the influence of the emotional intelligence of the members on the self-efficacy, the negative effect of self-emotion appraisal appeared, the influence of other's emotion appraisal did not appear, and the regulation of emotion and use of emotion were significant. This can confirm the tendency of an individual's beliefs and levels of immersion to achieve goals, etc. to fall when there is insufficient understanding of one's own feelings and others' feelings. On the other hand, it was confirmed that members who actively reflect emotion control and emotion use have their own confidence in determining and performing the choice and intensity of necessary actions. Second, the effects of emotional intelligence on job satisfaction of members showed negative effects on self-emotion appraisal, and positive effects on other's emotion appraisal, regulation of emotion, and use of emotion. Third, it was confirmed that self-efficacy also had a high impact on job satisfaction. This study will be meaningful in examining the organization from a long-term perspective to vitalize the organization by utilizing emotional intelligence of medical institution members and finding solutions for organizational improvement.

Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion

AbstractThis study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning.

Virtual Reality with 360-Video Storytelling in Cultural Heritage: Study of Presence, Engagement, and Immersion.

This paper presents a combined subjective and objective evaluation of an application mixing interactive virtual reality (VR) experience with 360° storytelling. The hypothesis that the modern immersive archaeological VR application presenting cultural heritage from a submerged site would sustain high levels of presence, immersion, and general engagement was leveraged in the investigation of the user experience with both the subjective (questionnaires) and the objective (neurophysiological recording of the brain signals using electroencephalography (EEG)) evaluation methods. Participants rated the VR experience positively in the questionnaire scales for presence, immersion, and subjective judgement. High positive rating concerned also the psychological states linked to the experience (engagement, emotions, and the state of flow), and the experience was mostly free from difficulties linked to the accustomization to the VR technology (technology adoption to the head-mounted display and controllers, VR sickness). EEG results are in line with past studies examining brain responses to virtual experiences, while new results in the beta band suggest that EEG is a viable tool for future studies of presence and immersion in VR.

Bridging narrative and locality in mobile-based augmented reality educational activities: Effects of semantic coupling on students’ immersion and learning gains

Despite the rapid development of mobile-based Augmented Reality (AR) apps, little is yet known about how we can facilitate immersion and learning in AR contexts. This study investigated the hypothesis that greater coupling between physical space and the narrative of the AR learning activity can result in increased levels of immersion and students’ conceptual learning gains. Prior studies investigating the coupling effect are limited, inconclusive and primarily focused on adult populations. The present study investigated the effects of two types of coupling (strong/loose) on middle school students’ experienced immersion and conceptual learning gains, in the context of a narrative-based AR science education intervention. Forty-five middle school students participated in this study: Students in Condition 1 (n = 22) participated in an AR activity with strong coupling between narrative and the physical space, while students in Condition 2 (n = 23) participated in a loose coupling version of the activity. The data corpus consisted of baseline data, questionnaires investigating students’ immersion and conceptual learning gains, and post-activity interviews. Findings showed higher conceptual learning gains and increased immersion for the students participating in the strong coupling condition than for the students in the loose coupling condition. We discuss these findings and their implications, and we highlight questions for future research.

The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures

AbstractVirtual reality (VR) technology has been shown to be a promising teaching method in STEM subjects. Extending these findings, the current study is the first to develop and examine the feasibility of using a VR simulation in marketing (ie, a non‐STEM subject). Specifically, the levels of immersion and three learning outcomes (learning attitude, enjoyment and performance) were compared between the marketing students who learned the same content through a VR simulation prototype versus a traditional static video presentation. Learning enjoyment was measured using facial electromyography, which served as a more objective measures for the feeling of enjoyment. Compared to the video condition, the results showed that VR resulted in a higher experience of immersion, learning attitude and learning enjoyment. Furthermore, immersion was found to fully mediate the positive effects of the VR simulation on learning attitude, but not enjoyment. Surprisingly, students in the video condition performed better on the knowledge‐based test than those in the VR condition. The current study suggests that the current prototype of the VR simulations should be used as supplementary resource to increase the learning attitude and enjoyment, but not as a main teaching material to enhance knowledge‐based performance in the marketing discipline.