2024
Miguel-Alonso, Ines; Checa, David; Guillen-Sanz, Henar; Bustillo, Andres
Evaluation of the novelty effect in immersive Virtual Reality learning experiences Journal Article
In: Virtual Reality, vol. 28, no. 27, 2024, ISSN: 1434-9957.
Abstract | Links | BibTeX | Tags: head mounted display, Learning, novelty effect, serious games, tutorial, Virtual Reality
@article{miguel-alonso2024,
title = {Evaluation of the novelty effect in immersive Virtual Reality learning experiences},
author = {Ines Miguel-Alonso and David Checa and Henar Guillen-Sanz and Andres Bustillo},
url = {https://doi.org/10.1007/s10055-023-00926-5 },
doi = {https://doi.org/10.1007/s10055-023-00926-5 },
issn = {1434-9957},
year = {2024},
date = {2024-01-21},
urldate = {2024-01-21},
journal = {Virtual Reality},
volume = {28},
number = {27},
abstract = {In this study, the novelty effect or initial fascination with new technology is addressed in the context of an immersive Virtual Reality (iVR) experience. The novelty effect is a significant factor contributing to low learning outcomes during initial VR learning experiences. The aim of this research is to measure the effectiveness of a tutorial at mitigating the novelty effect of iVR learning environments among first-year undergraduate students. The iVR tutorial forms part of the iVR learning experience that involves the assembly of a personal computer, while learning the functions of the main components. 86 students participated in the study, divided into a Control group (without access to the tutorial) and a Treatment group (completing the tutorial). Both groups showed a clear bimodal distribution in previous knowledge, due to previous experience with learning topics, giving us an opportunity to compare tutorial effects with students of different backgrounds. Pre- and post-test questionnaires were used to evaluate the experience. The analysis included such factors as previous knowledge, usability, satisfaction, and learning outcomes categorized into remembering, understanding, and evaluation. The results demonstrated that the tutorial significantly increased overall satisfaction, reduced the learning time required for iVR mechanics, and improved levels of student understanding, and evaluation knowledge. Furthermore, the tutorial helped to homogenize group behavior, particularly benefiting students with less previous experience in the learning topic. However, it was noted that a small number of students still received low marks after the iVR experience, suggesting potential avenues for future research.},
keywords = {head mounted display, Learning, novelty effect, serious games, tutorial, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
In this study, the novelty effect or initial fascination with new technology is addressed in the context of an immersive Virtual Reality (iVR) experience. The novelty effect is a significant factor contributing to low learning outcomes during initial VR learning experiences. The aim of this research is to measure the effectiveness of a tutorial at mitigating the novelty effect of iVR learning environments among first-year undergraduate students. The iVR tutorial forms part of the iVR learning experience that involves the assembly of a personal computer, while learning the functions of the main components. 86 students participated in the study, divided into a Control group (without access to the tutorial) and a Treatment group (completing the tutorial). Both groups showed a clear bimodal distribution in previous knowledge, due to previous experience with learning topics, giving us an opportunity to compare tutorial effects with students of different backgrounds. Pre- and post-test questionnaires were used to evaluate the experience. The analysis included such factors as previous knowledge, usability, satisfaction, and learning outcomes categorized into remembering, understanding, and evaluation. The results demonstrated that the tutorial significantly increased overall satisfaction, reduced the learning time required for iVR mechanics, and improved levels of student understanding, and evaluation knowledge. Furthermore, the tutorial helped to homogenize group behavior, particularly benefiting students with less previous experience in the learning topic. However, it was noted that a small number of students still received low marks after the iVR experience, suggesting potential avenues for future research.
2023
Miguel-Alonso, Inés; Rodriguez-Garcia, Bruno; Checa, David; Bustillo, Andrés
Countering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environments Journal Article
In: Applied Sciences, vol. 13, iss. 1, no. 593, 2023, ISSN: 2076-3417.
Abstract | Links | BibTeX | Tags: cybersickness, education, novelty effect, tutorial, Virtual Reality
@article{miguel-alonso2023,
title = {Countering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environments},
author = {Inés Miguel-Alonso and Bruno Rodriguez-Garcia and David Checa and Andrés Bustillo},
editor = {MDPI},
url = {https://www.mdpi.com/2076-3417/13/1/593
https://www.mdpi.com/journal/applsci/special_issues/HK43Y20XK5},
doi = {10.3390/app13010593},
issn = {2076-3417},
year = {2023},
date = {2023-01-02},
urldate = {2023-01-02},
journal = {Applied Sciences},
volume = {13},
number = {593},
issue = {1},
abstract = {Immersive Virtual Reality (iVR) is a new technology, the novelty effect of which can reduce the enjoyment of iVR experiences and, especially, learning achievements when presented in the classroom; an effect that the interactive tutorial proposed in this research can help overcome. Its increasingly complex levels are designed on the basis of Mayer’s Cognitive Theory of Multimedia Learning, so that users can quickly gain familiarity with the iVR environment. The tutorial was included in an iVR learning experience for its validation with 65 users. It was a success, according to the user satisfaction and tutorial usability survey. First, it gained very high ratings for satisfaction, engagement, and immersion. Second, high skill rates suggested that it helped users to gain familiarity with controllers. Finally, a medium-high value for flow pointed to major concerns related to skill and challenges with this sort of iVR experience. A few cases of cybersickness also arose. The survey showed that only intense cybersickness levels significantly limited performance and enjoyment; low levels had no influence on flow and immersion and little influence on skill, presence, and engagement, greatly reducing the benefits of the tutorial, despite which it remained useful.},
keywords = {cybersickness, education, novelty effect, tutorial, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
Immersive Virtual Reality (iVR) is a new technology, the novelty effect of which can reduce the enjoyment of iVR experiences and, especially, learning achievements when presented in the classroom; an effect that the interactive tutorial proposed in this research can help overcome. Its increasingly complex levels are designed on the basis of Mayer’s Cognitive Theory of Multimedia Learning, so that users can quickly gain familiarity with the iVR environment. The tutorial was included in an iVR learning experience for its validation with 65 users. It was a success, according to the user satisfaction and tutorial usability survey. First, it gained very high ratings for satisfaction, engagement, and immersion. Second, high skill rates suggested that it helped users to gain familiarity with controllers. Finally, a medium-high value for flow pointed to major concerns related to skill and challenges with this sort of iVR experience. A few cases of cybersickness also arose. The survey showed that only intense cybersickness levels significantly limited performance and enjoyment; low levels had no influence on flow and immersion and little influence on skill, presence, and engagement, greatly reducing the benefits of the tutorial, despite which it remained useful.