Learning in Affectively Intense Virtual Environments - LITE

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44 1. When I feel happy, it is a strong type of exuberance 2. My happy moods are so strong that I feel like I’m in heaven 3. If I complete a task I thought was impossible, I am ecstatic 4. When I’m feeling well, it’s easy for me to go from being in a good mood to being really joyful 5. When I’m happy, I feel like I’m bursting with joy 6. When I’m happy, I feel very energetic 7. When things are going good, I feel “on top of the world” 8. When I’m happy, I bubble over with energy 9. Sad movies deeply touch me 10. When I talk in front of a group for the first time, my voice gets shaky and my heart races 11. When I do something wrong, I have strong feelings of shame and guilt 12. When I do feel anxiety, it is normally very strong 13. When I feel guilty, this emotion is quite strong 14. When I am nervous, I get shaky all over 15. When I’m happy, it’s a feeling of being untroubled and content rather than being zestful and aroused* 16. When I succeed at something, my reaction is calm and contentment * 17. When I know I have done something very well, I feel relaxed and content rather than excited and elated * 18. When I feel happiness, it is a quiet type of contentment * 19. I would characterize my happy moods as closer to contentment than joy * When I am happy, the feeling is more like contentment and inner calm than one of exhilaration and excitement * The participant responds to the questionnaire based on a 7 point agree-disagree Likert Scale. * Reversed Scaled in scoring
45 APPENDIX B. INDIVIDUAL DIFFERENCE MEASURE: IMMERSIVE TENDENCY ITEMS
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LEARNING IN AFFECTIVELY INTENSE VIR
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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 54 and 55: 42 The individual difference, affec
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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