2026-04-29T08:26:38Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/84242024-01-23T01:05:27Zcom_10259_4219com_10259_5086com_10259_2604col_10259_4220

Miguel Alonso, Inés 748 600 0000-0001-8882-7587 Checa Cruz, David 812 600 0000-0001-6623-3614 Guillén Sanz, Henar 746 600 0000-0001-5543-6504 Bustillo Iglesias, Andrés 81 600 0000-0003-2855-7532 2024-01-22T12:46:28Z 2024-01-22T12:46:28Z 2024-01 1359-4338 http://hdl.handle.net/10259/8424 10.1007/s10055-023-00926-5 1434-9957 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. Special thanks to Prof. Dr. Juan J. Rodriguez from the University of Burgos for his kind-spirited and useful advice. This work was partially supported by the ACIS project (Reference Number INVESTUN/21/BU/0002) of the Consejeria de Empleo e Industria of the Junta de Castilla y León (Spain), the Erasmus+ RISKREAL Project (2020-1-ES01-KA204-081847) of the European Commission, and the HumanAid Project (TED2021-129485B-C43) of the Proyectos Estratégicos Orientados a la Transición Ecológica y Digital of the Spanish Ministry of Science and Innovation. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. application/pdf eng Springer Virtual Reality. 2024, V. 28, 27 https://doi.org/10.1007/s10055-023-00926-5 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Head-mounted display Learning Novelty effect Serious games Tutorial Virtual Reality Informática Computer science Evaluation of the novelty effect in immersive Virtual Reality learning experiences info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Virtual Reality 28 1 THUMBNAIL Miguel-vr_2024.pdf.jpg Miguel-vr_2024.pdf.jpg IM Thumbnail image/jpeg 4626 https://riubu.ubu.es/bitstream/10259/8424/4/Miguel-vr_2024.pdf.jpg cb698d153078046c9907b25416007fc5 MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 999 https://riubu.ubu.es/bitstream/10259/8424/3/license.txt b295bcbce42e2caabeb0c623d3860c06 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/8424/2/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 2 ORIGINAL Miguel-vr_2024.pdf Miguel-vr_2024.pdf application/pdf 2817232 https://riubu.ubu.es/bitstream/10259/8424/1/Miguel-vr_2024.pdf df1c24888a2a0686b71e0ef2797c1b01 MD5 1 10259/8424 oai:riubu.ubu.es:10259/8424 2024-01-23 02:05:27.132 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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