Abstract
For several years, virtual reality (VR) has been increasingly used in many fields, including learning. It has shown many benefits such as increased learner’s safety and engagement. However, the effects of factors that can influence the enhancement of knowledge and the development of skills within immersive virtual devices are still debated. This paper explores the impact of the level of immersion on conceptual and procedural learning outcomes within a virtual environment (VE) for fire safety training. Using a moderated mediation model, we investigated the impact that sense of presence, motivation, cognitive load and emotions had on the relationship between immersion and learning. We then identified that immersion exerts a direct positive effect on procedural learning, but does not exert a direct effect on conceptual learning. None of the relationships between immersion and both types of learning by the sense of presence, the cognitive load, the motivation, and the emotions were significant. Finally, we found that immersion affects the sense of presence through motivation.
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The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
Notes
i, range from 1 to 5, represents respectively cognitive load, motivation, positive activating emotions, negative deactivating emotions, negative activating emotions.
The coefficient c' indicates that 2 individuals who differ by 1 unit in immersion score, but who are equal in sense of presence, cognitive load, motivation and emotions are estimated to differ by 0.280 unit in procedural learning score. This effect is significant because p = 0.002 < 0.005.
The coefficient a2*b2 indicates that two individuals who differ by 1 unit in immersion score are estimated to vary by a2*b2 = 0.002 unit in procedural learning score, as a result of the influence of immersion score on the sense of presence, which in turn influences the procedural learning score. This effect is not significant because 0 belongs to the interval: 95% CI [− 0.051, 0.051].
The coefficient a11*b11 indicates that two individuals who differ by 1 unit in immersion score are estimated to vary by a11*b11 = 0.020 units in procedural learning score, as a result of the influence of immersion score on cognitive load, which in turn influences procedural learning score. This effect is not significant because 0 belongs to the interval: 95% CI [− 0.048, 0.039].
The coefficient a11*d211*b11 indicates that two individuals who differ by 1 unit in immersion score are estimated to vary by a11*d211*b2 = − 0.001 unit in procedural learning score, as a result of the influence of the immersion score on the cognitive load, which in turn influences the sense of presence, itself influencing the procedural learning score. This effect is not significant because 0 belongs to the interval: 95% CI [− 0.014, 0.009].
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Ristor, R., Morélot, S., Garrigou, A. et al. Virtual reality for fire safety training: study of factors involved in immersive learning. Virtual Reality 27, 2237–2254 (2023). https://doi.org/10.1007/s10055-022-00743-2
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DOI: https://doi.org/10.1007/s10055-022-00743-2