2026-09-15T02:52:56Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/73242023-03-20T14:12:54Zcom_10259_4219com_10259_5086com_10259_2604col_10259_4220
Repositorio Institucional de la Universidad de Burgos
author
Miguel Alonso, Inés
author
Rodríguez García, Bruno
author
Checa Cruz, David
author
Bustillo Iglesias, Andrés
2023-01-25T13:36:42Z
2023-01-25T13:36:42Z
2023-01
http://hdl.handle.net/10259/7324
10.3390/app13010593
2076-3417
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.
eng
Atribución 4.0 Internacional
Cybersickness
Education
Tutorial
Novelty effect
Virtual reality
Countering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environments
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/7324/1/Miguel-as_2023.pdf
File
MD5
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application/pdf
Miguel-as_2023.pdf