Tobias Drey
Ulm University, Ulm, Germany
Pair-learning is beneficial for learning outcome, motivation, and social presence, and so is virtual reality (VR) by increasing immersion, engagement, motivation, and interest of students. Nevertheless, there is a research gap if the benefits of pair-learning and VR can be combined. Furthermore, it is not clear which influence it has if only one or both peers use VR. To investigate these aspects, we implemented two types of VR pair-learning systems, a symmetric system with both peers using VR and an asymmetric system with one using a tablet. In a user study (N=46), the symmetric system statistically significantly provided higher presence, immersion, player experience, and lower intrinsic cognitive load, which are all important for learning. Symmetric and asymmetric systems performed equally well regarding learning outcome, highlighting that both are valuable learning systems. We used these findings to define guidelines on how to design co-located VR pair-learning applications, including characteristics for symmetric and asymmetric systems.
https://dl.acm.org/doi/abs/10.1145/3491102.3517641
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2022.acm.org/)