The Role of Immersive Virtual Reality in Individual Learning

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dc.contributor.authorKampling, Henrik
dc.date.accessioned2017-12-28T00:48:20Z
dc.date.available2017-12-28T00:48:20Z
dc.date.issued2018-01-03
dc.description.abstractNew technologies create opportunities to improve education and, in this way, the individual learning. Due to their certain characteristics, such as immersion (i.e. the total engagement to a specific activity while other attentional demands are ignored), immersive Virtual Reality (VR) systems have the potential to increase the individual learning performance. Modern VR-head mounted displays (e.g. Oculus Rift) and provided controllers allow a new kind of interaction within a virtual environment. Against this background, the construct cognitive absorption (CA) within a learning context emerged. CA consists of five sub- constructs: temporal dissociation, curiosity, enjoyment, control, and immersion. Both, learning and CA, have already been brought together but not within a context of immersive VR. Hence, this study examines learning and its conditions within an immersive VR context by a Grounded Theory approach with 21 qualitative interviews. Implications for theory and design are derived.
dc.format.extent10 pages
dc.identifier.doi10.24251/HICSS.2018.173
dc.identifier.isbn978-0-9981331-1-9
dc.identifier.urihttp://hdl.handle.net/10125/50060
dc.language.isoeng
dc.relation.ispartofProceedings of the 51st Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectMixed, Augmented and Virtual Reality
dc.subjectCognitive Absorption, Grounded Theory, Immersion, Individual Learning, Virtual Reality
dc.titleThe Role of Immersive Virtual Reality in Individual Learning
dc.typeConference Paper
dc.type.dcmiText

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