Lønne Tuva Fjærtoft, Karlsen Håvard R, Langvik Eva, Saksvik-Lehouillier Ingvild
Department of Psychology, Norwegian University of Science and Technology, 7491, Trondheim, Norway.
Heliyon. 2023 Jun 12;9(6):e17196. doi: 10.1016/j.heliyon.2023.e17196. eCollection 2023 Jun.
Virtual reality (VR) technology has been used to learn skills for decades. While no standardized measure exists for learning outcomes in VR training, commonly explored outcomes are immersion, sense of presence and emotions.
In this paper, the objective was to investigate these outcomes in two VR conditions, immersive and desktop in a randomized controlled trial with a parallel design. The sample consisted of 134 university students (70 women, mean age 23 years = 2.99). These were randomized using a covariate-adaptive randomization procedure based on stratification by gender into two interventions; play out a VR scenario in either desktop (control group) or immersive VR (intervention group). The setting was a university lab.
There was a significant within subject effect for positive affect and a significant between-group effect for the immersive compared to desktop VR groups. Positive affect was reduced after interacting with the VR scenario in both the immersive and desktop versions, however, positive affect was overall higher in the immersive, compared to the desktop version. The results show higher scores for sense of presence ( = 0.90, < 0.001) and positive affect pre- and post-scenario in the immersive VR condition ( = 0.42, = 0.017 and = 0.54, = 0.002) compared to the desktop condition.
Immersive VR may be beneficial in higher education as it promotes high levels of sense of presence as well as positive emotions. When it comes to changing the immediate emotions of the students, type of VR does not seem to matter. The project was funded by the Norwegian Directorate for Higher Education and Skills.
虚拟现实（VR）技术已被用于技能学习数十年。虽然在VR训练中不存在用于学习成果的标准化测量方法，但通常探讨的成果包括沉浸感、临场感和情绪。
在本文中，目的是在一项采用平行设计的随机对照试验中，研究沉浸式和桌面式这两种VR条件下的这些成果。样本包括134名大学生（70名女性，平均年龄23岁 = 2.99）。根据性别分层，使用协变量自适应随机化程序将他们随机分为两种干预措施；在桌面式（对照组）或沉浸式VR（干预组）中播放VR场景。实验地点是大学实验室。
在积极情绪方面存在显著的受试者内效应，与桌面式VR组相比，沉浸式VR组存在显著的组间效应。在沉浸式和桌面式版本中与VR场景交互后，积极情绪均有所降低，然而，与桌面式版本相比，沉浸式中的积极情绪总体上更高。结果显示，与桌面式条件相比，沉浸式VR条件下的临场感得分更高（ = 0.90， < 0.001），且在场景前后的积极情绪得分也更高（ = 0.42， = 0.017和 = 0.54， = 0.002）。
沉浸式VR在高等教育中可能有益，因为它能促进高水平的临场感以及积极情绪。在改变学生即时情绪方面，VR类型似乎并不重要。该项目由挪威高等教育和技能局资助。
