2026-05-23T07:20:36Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/84242024-01-23T01:05:27Zcom_10259_4219com_10259_5086com_10259_2604col_10259_4220
Repositorio Institucional de la Universidad de Burgos
author
Miguel Alonso, Inés
author
Checa Cruz, David
author
Guillén Sanz, Henar
author
Bustillo Iglesias, Andrés
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.
eng
Atribución 4.0 Internacional
Head-mounted display
Learning
Novelty effect
Serious games
Tutorial
Virtual Reality
Evaluation of the novelty effect in immersive Virtual Reality learning experiences
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/8424/1/Miguel-vr_2024.pdf
File
MD5
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application/pdf
Miguel-vr_2024.pdf