Learning in Affectively Intense Virtual Environments - LITE

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42 The individual difference, affective Intensity was fairly strongly and negatively related to both learning outcomes. This may also help to explain the negative “Focus” relation with learning outcomes, in that one can picture a person who tends to react in a very affectively intense manner and tends to be very focused on the reality of the environment and, as a consequence, is distracted from the learning task. Males performed substantially better than females in what appeared to be the most important learning outcome (injured correct). Their mean is almost twice as high as the females. This is consistent with qualitative observations, where they adopted a practical objective to save the injured first and their general tendency to avoid locating the dead altogether. Degree of presence perceived was largely unrelated to learning outcomes. This is consistent with previous studies (Mania & Chalmers, 2001; Moreno & Mayer, 2002), so it appears that this finding extends to affectively intense learning, based on this experiment. Autonomic response was not significantly related to learning outcomes, though the correlations were much stronger than with presence and effect size for the correlation between GSR and dead correct is medium to large. So, there is some evidence that the affective intensity experienced in the VR environment, as represented by GSR, is more strongly related to performance in an affectively intense environment, than is presence. If there had been a large sample (more power) these correlations would very likely have been statistically significant. There are a number of possible ways that these results could be extended in future research. First, work could include feed back of autonomic nervous system measures to the participant in the affectively intense virtual environment to try and get them to regulate or control their current emotional state and then determine the impact that such loop systems have on the learning process. Second, this can be further extended where the task such as fire fighting effectiveness is regulated by conscious regulation of one’s ANS measures through a process of affective biofeedback. Third, other measures to monitor autonomic nervous systems activity like heart rate can be used instead of GSR. Fourth, augmented reality systems can be used, with first responder gear to give a more enhanced feel for virtual reality based training.
43 APPENDIX A. INDIVIDUAL DIFFERENCE MEASURE: AFFECT INTENSITY ITEMS
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 34 and 35: 22 On successful completion of the
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 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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