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dc.contributor.authorMiguel Alonso, Inés 
dc.contributor.authorRodríguez García, Bruno 
dc.contributor.authorCheca Cruz, David 
dc.contributor.authorBustillo Iglesias, Andrés 
dc.date.accessioned2023-01-25T13:36:42Z
dc.date.available2023-01-25T13:36:42Z
dc.date.issued2023-01
dc.identifier.urihttp://hdl.handle.net/10259/7324
dc.description.abstractImmersive 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.en
dc.description.sponsorshipThis 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 (Reference Number 2020-1-ES01-KA204-081847) of the European Commission and the HumanAid Project (Reference Number TED2021-129485B-C43) of the Proyectos Estratégicos Orientados a la Transición Ecológica y a la Transición Digital of the Spanish Ministry of Science and Innovation.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofApplied sciences. 2023, V. 13, n. 1, 593es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCybersicknessen
dc.subjectEducationen
dc.subjectTutorialen
dc.subjectNovelty effecten
dc.subjectVirtual realityen
dc.subject.otherInformáticaes
dc.subject.otherComputer scienceen
dc.titleCountering the Novelty Effect: A Tutorial for Immersive Virtual Reality Learning Environmentsen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/app13010593es
dc.identifier.doi10.3390/app13010593
dc.relation.projectIDinfo:eu-repo/grantAgreement/Junta de Castilla y León//INVESTUN%2F21%2FBU%2F0002//Simulador inteligente en Realidad Virtual Inmersiva Colaborativa para la prevención de riesgos laborales por aplastamiento en industrias del metal o plásticoes
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/Erasmus+/2020-1-ES01-KA204-081847/EU/en
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica, Técnica y de Innovación 2021-2023/TED2021-129485B-C43/ES/Sistemas dinámicos inteligentes centrados en el usuario para la Prevención de Riesgos Laborales/es
dc.identifier.essn2076-3417
dc.journal.titleApplied Scienceses
dc.volume.number13es
dc.issue.number1es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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