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首页> 外文会议>International Conference on Human Interaction and Emerging Technologies >Investigating the Relationship Between Students' Preferred Learning Style on Their Learning Experience in Virtual Reality (VR) Learning Environment
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Investigating the Relationship Between Students' Preferred Learning Style on Their Learning Experience in Virtual Reality (VR) Learning Environment

机译：在虚拟现实（VR）学习环境中研究学生首选学习风格的关系

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摘要

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different preferred learning styles by measuring various dimensions of technology mediated approach. The learning outcomes were measured through academic performance, and affectively through "learning experience" and "perceived learning". "Learning experience" in VR was measured through perceived realism, immersion, interaction, presence, engagement, enjoyment, ease of use, usefulness, technology functionality, task-technology fit and attitude towards using the technology. A pretest-posttest design was employed for this study. Students were categorized based on their preferred learning style and their responses were compared. Results presented here are based on data collected from 130 students (grade 5-11) in NSW, Australia. As the result of our analysis indicates, regardless of students' preferred learning style, students similarly benefited from VR and their learning experience and learning outcome did not differ significantly.
机译：本研究旨在通过测量技术介导方法的各种维度来研究虚拟现实（VR）基础的学习环境对学习者的影响。学习成果是通过学业成绩来衡量的，并通过“学习经历”和“感知学习”情感测量。 VR中的“学习经验”是通过感知的现实主义，浸入，互动，存在，参与，享受，易用性，有用，技术功能，任务技术适应和对利用该技术的识别而衡量的。本研究采用了预测试的专用设计。学生根据他们的首选学习风格分类，并比较了他们的回复。此处提供的结果基于从澳大利亚南威尔士州新南威尔士州的130名学生（5-11级）收集的数据。由于我们的分析结果表明，无论学生的首选学习风格如何，同样受益于VR及其学习经验和学习结果的学生都没有显着差异。

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