Learning in Affectively Intense Virtual Environments - LITE

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22 On successful completion of the acclimation environment, the participant was asked to assume the role of first responder fire fighter and presented with a scenario and task directions (Appendix E). Prior to the virtual reality simulation the participant was asked to “think aloud” while carrying out their tasks. This technique is used to gain insight into the thoughts and immediate goals and perspective of the participant (Nielsen, Clemmensen, & Yssing, 2002). Participants were randomly assigned to either the affectively intense or affectively neutral environments with the constraints that: a) An effort was made to counter-balance the order as much as possible; and b) An effort was made to have an equivalent number of participants in the two groups. GSR measurement was started and the video of the session recorded. The participant was required to enter the virtual computer science building and complete an inspection to try and locate the dead and injured personnel in the building. The inspection was to be conducted while the participant defused situations occurring around her such as fires and explosions (note that the explosions only occurred for those in the affectively intense group). The virtual reality session lasted 12 minutes and the video of the session, used for observational analysis, consisted of 3 separate videos merged into one via the mixer – facial expressions of the participant with the head mounted display, continuous graphical GSR readings and the virtual reality simulation of the computer science building. Towards the end of the session at 20 seconds left for completion, the participant was given instructions to exit the virtual building. The simulation ended at 12 minutes, and recording of GSR and video were stopped. The participant then completed the presence questionnaire. On completion, an informal interview was conducted to ascertain the state of the participant, the impact of the virtual environment and what possible improvements could be made to it. The next phase of the experiment was conducted at the actual computer science building at the University of Missouri – Rolla, which is located approximately 200 yards from the LITE laboratory. The participant was given a CD player with headphones, which played tracks that correspond to random explosions recorded from the affectively intense VR session. This was used to recreate as closely as possible an affectively intense environment in the real world with as little inconvenience to other users of the building.
23 The participant was given 12 minutes to locate the rooms where they found dead/injured personnel to the best of their memory and asked to record this on a piece of paper. At the end of 12 minutes in the affectively intense environment afforded by the explosions on the headphones of the CD player, the participant returned to the tester with the sheet of paper containing data relating to room numbers and the type of body in the room – “dead” or “injured”. That concluded the experiment. The tester compared the data on the sheet to a file generated by the Half-Life© mod (modification). The generated file corresponding to the participants VR experience gave the actual room numbers and what they contained. A comparison yielded the Correct Dead Count and Correct Injured Count metrics which served as the learning outcome measures for the experiment. 2.4. TIMELINE Table 2.0 details the time spent for the activities involved in the experiment. Table 2.0. Experiment Timeline Time(Minutes) Task 0-10 Briefing, Consent Form, Informal Interview 10-20 GSR Baseline, Immersive Tendency Questionnaire, Short Affect Intensity Questionnaire 20-25 VR Instructions 25-30 VR acclimation environment 30-40 VR scenario and Instructions 40-57 VR test environment of computer science building, GSR measurement, Video Recording 57-60 Stop Recording, Removal of electrodes 60-65 Presence questionnaire 65-70 Debriefing, Informal post interview 70-82 Inspection of computer science building
Page 2 and 3: LEARNING IN AFFECTIVELY INTENSE VIR
Page 4 and 5: iii ABSTRACT The main purpose of th
Page 6 and 7: v TABLE OF CONTENTS Page ABSTRACT .
Page 8 and 9: vii 3.2. QUALITATIVE RESULTS ......
Page 10 and 11: ix LIST OF ILLUSTRATIONS Figure Pag
Page 12 and 13: xi NOMENCLATURE Symbol Description
Page 14 and 15: 2 1.2. VIRTUAL REALITY IN EDUCATION
Page 16 and 17: 4 Chalmers conducted experiments us
Page 18 and 19: 6 Another example of using virtual
Page 20 and 21: 8 that will be needed to build "hum
Page 22 and 23: 10 1.6. VIRTUAL REALITY AND PRESENC
Page 24 and 25: 12 responder scenario for training
Page 26 and 27: 14 1.7.3. Pilot Research Method. Fi
Page 28 and 29: 16 1.8.2.2 VR Experience as a Funct
Page 30 and 31: 18 Measure as developed by Larsen &
Page 32 and 33: 20 Figure 2.0. LITE Usability Lab S
Page 36 and 37: 24 3. RESULTS 3.1. QUANTITATIVE RES
Page 38 and 39: 26 Table 3.2. Pearson Correlations
Page 40 and 41: 28 ANOVA was statistically signific
Page 42 and 43: 30 reaching the objectives save one
Page 44 and 45: 32 GSR readings peaked in response
Page 46 and 47: 34 4. DISCUSSION 4.1. LEARNING OUTC
Page 48 and 49: 36 based on these findings, whether
Page 50 and 51: 38 to which the participants were c
Page 52 and 53: 40 5. CONCLUSION There is evidence
Page 54 and 55: 42 The individual difference, affec
Page 56 and 57: 44 1. When I feel happy, it is a st
Page 58 and 59: 46 1. Do you ever get extremely inv
Page 60 and 61: 48 APPENDIX C. HOW TO USE CONTROLS
Page 62 and 63: 50 APPENDIX D. PRESENCE QUESTIONNAI
Page 64 and 65: 52 APPENDIX E. SCENARIO
Page 66 and 67: 54 c. put out the fire. 4. At the e
Page 68 and 69: 56 Hays, R. T., & Vincenzi, D. A. (
Page 70: 58 VITA Lawrence M. Wilfred Date of

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