Abstract

Virtual reality (VR) has evolved to include non-immersive to fully-immersive experiences for the classroom. This study seeks to understand the potential effects VR may offer, specifically characteristics associated with how a student experiences a VR intervention and the effects of using a VR device for learning. A group experimental design was used to compare a fully-immersive VR intervention and an identical non-immersive VR intervention for a group of middle school participants with ASD (N = 22). Participants were randomly assigned a screen-based VR experience or a head-mounted display VR experience through rolling randomization. Results indicate that while the more immersive condition did not produce higher acquisition than the non-immersive condition, both device conditions did produce significant increases in learning.

摘要

虚拟现实 (VR) 已经发展到包括非沉浸式到完全沉浸式课堂体验。本研究旨在了解 VR 可能提供的潜在影响，特别是与学生如何体验 VR 干预相关的特征以及使用 VR 设备进行学习的影响。一组实验设计用于比较完全沉浸式 VR 干预和相同的非沉浸式 VR 干预对一组患有 ASD 的中学参与者 (N = 22)。通过滚动随机化，参与者被随机分配到基于屏幕的 VR 体验或头戴式显示器 VR 体验。结果表明，虽然身临其境的条件并没有比非身临其境的条件产生更高的习得，但这两种设备条件确实产生了学习的显着增加。