Comparison of teleportation and walking in virtual reality in a declarative learning task
IntroductionVirtual reality (VR) offers new possibilities for learning in educational settings by navigating through large 3D virtual environments. When designing VR-based learning applications, developers have to decide between different locomotion techniques to navigate through VR. Since physical...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-11-01
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| Series: | Frontiers in Virtual Reality |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frvir.2024.1423911/full |
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| author | Michael Rihs Michael Rihs Rahel A. Steuri Sarah A. Aeschlimann Fred W. Mast Martin Dobricki |
| author_facet | Michael Rihs Michael Rihs Rahel A. Steuri Sarah A. Aeschlimann Fred W. Mast Martin Dobricki |
| author_sort | Michael Rihs |
| collection | DOAJ |
| description | IntroductionVirtual reality (VR) offers new possibilities for learning in educational settings by navigating through large 3D virtual environments. When designing VR-based learning applications, developers have to decide between different locomotion techniques to navigate through VR. Since physical activity and walking have been shown to enhance learning, physical walking in VR should increase learning compared to locomotion techniques without physical activity.MethodsIn this study, we examined if learners who are able to walk freely in VR differ regarding their declarative knowledge acquisition from learners who are teleported in VR.ResultsLearning outcomes did not differ between these two conditions, neither immediately after learning in VR nor after a one-day delay. Also, participants’ sense of presence in the virtual environment did not differ between the two conditions.DiscussionThese findings suggest that both teleportation and walking are suitable for declarative knowledge acquisition in VR, and that teleportation may be sufficient enough. |
| format | Article |
| id | doaj-art-ee6fdd7b4f3d483eb75d2738a2937dff |
| institution | Kabale University |
| issn | 2673-4192 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Virtual Reality |
| spelling | doaj-art-ee6fdd7b4f3d483eb75d2738a2937dff2024-11-08T10:19:00ZengFrontiers Media S.A.Frontiers in Virtual Reality2673-41922024-11-01510.3389/frvir.2024.14239111423911Comparison of teleportation and walking in virtual reality in a declarative learning taskMichael Rihs0Michael Rihs1Rahel A. Steuri2Sarah A. Aeschlimann3Fred W. Mast4Martin Dobricki5Division of Cognitive Psychology, Perception and Research Methods, Institute of Psychology, University of Bern, Bern, SwitzerlandEducation & Digital Technologies Lab, Institute of Research, Development and Evaluation, Bern University for Teacher Education, Bern, SwitzerlandDivision of Cognitive Psychology, Perception and Research Methods, Institute of Psychology, University of Bern, Bern, SwitzerlandDivision of Cognitive Psychology, Perception and Research Methods, Institute of Psychology, University of Bern, Bern, SwitzerlandDivision of Cognitive Psychology, Perception and Research Methods, Institute of Psychology, University of Bern, Bern, SwitzerlandEducation & Digital Technologies Lab, Institute of Research, Development and Evaluation, Bern University for Teacher Education, Bern, SwitzerlandIntroductionVirtual reality (VR) offers new possibilities for learning in educational settings by navigating through large 3D virtual environments. When designing VR-based learning applications, developers have to decide between different locomotion techniques to navigate through VR. Since physical activity and walking have been shown to enhance learning, physical walking in VR should increase learning compared to locomotion techniques without physical activity.MethodsIn this study, we examined if learners who are able to walk freely in VR differ regarding their declarative knowledge acquisition from learners who are teleported in VR.ResultsLearning outcomes did not differ between these two conditions, neither immediately after learning in VR nor after a one-day delay. Also, participants’ sense of presence in the virtual environment did not differ between the two conditions.DiscussionThese findings suggest that both teleportation and walking are suitable for declarative knowledge acquisition in VR, and that teleportation may be sufficient enough.https://www.frontiersin.org/articles/10.3389/frvir.2024.1423911/fullwalkingteleportationlearningeducationphysical activityknowledge acquisition |
| spellingShingle | Michael Rihs Michael Rihs Rahel A. Steuri Sarah A. Aeschlimann Fred W. Mast Martin Dobricki Comparison of teleportation and walking in virtual reality in a declarative learning task Frontiers in Virtual Reality walking teleportation learning education physical activity knowledge acquisition |
| title | Comparison of teleportation and walking in virtual reality in a declarative learning task |
| title_full | Comparison of teleportation and walking in virtual reality in a declarative learning task |
| title_fullStr | Comparison of teleportation and walking in virtual reality in a declarative learning task |
| title_full_unstemmed | Comparison of teleportation and walking in virtual reality in a declarative learning task |
| title_short | Comparison of teleportation and walking in virtual reality in a declarative learning task |
| title_sort | comparison of teleportation and walking in virtual reality in a declarative learning task |
| topic | walking teleportation learning education physical activity knowledge acquisition |
| url | https://www.frontiersin.org/articles/10.3389/frvir.2024.1423911/full |
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