When surveyed on their perceptions of virtual presence, there were no reported differences between grade levels. This is an exploratory study of seventy-five 6th-grade and seventy-six 9th-grade students who participated in an instructional module about cardiac anatomy and physiology using a 3-D, haptic-enabled, VR technology. This period in cognitive development may influence children’s and adolescents’ perceptions of presence. According to Piaget, concrete operational development is a watershed moment when adolescents develop the ability to understand abstract concepts and make assessments what is and is not reality. Prior research has described that adults and children report different levels of presence when subjected to identical VREs, suggesting cognition may play some role in users’ perceptions of presence. In education, virtual presence is a significant construct as highly immersive VREs have been linked to users reporting memorable and exciting teaching experiences. Virtual presence describes a users’ perception of a virtual reality (VR) environment (VRE), specifically, of their involvement (sense of control within a virtual environment with minimal distractions) and immersion (multi-input sensory engagement providing apparent realism of objects and interactions).
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