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Visual Affective Design Factors for Learning in Virtual Reality
Visual Affective Design Factors for Learning in Virtual Reality
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152651
- ISBN
- 9798384435235
- DDC
- 370
- 저자명
- Hovey, Chris.
- 서명/저자
- Visual Affective Design Factors for Learning in Virtual Reality
- 발행사항
- [Sl] : New York University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 125 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Plass, Jan L.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2024.
- 초록/해제
- 요약This dissertation examines the affective qualities of non-player character motion in a Virtual Reality (VR) cognitive training game, their impact on players' core affective experiences, game performance, and cognitive training outcomes. How do the movements of game characters in a VR environment affect players' experienced emotions, gameplay outcomes, and cognitive training? Two experiments were conducted to answer the research question. In Study 1 participants rated three character animations both approaching and staying at a static distance in a non-gaming context using the Self-Assessment Manikin. Results of the RM ANOVA indicated a strong main effect of high arousal for approaching characters versus static distance characters, F(1, 13) = 17.43, p = .001; η² = .3. Study 1 additionally identified a moderate main effect for animation path on valence, F(2, 162) = 8.29, p .001, η² = .09, with participants reporting a neutral valence for the simple "zipline" and a slightly positive valence for the more complex "meander" path. For Study 2, two versions of a VR application for training Executive Functions of shifting, named All You Can E.T.-VR, were created, each utilizing either a high or low arousal animation from Study 1. Results in Study 2 confirmed the main effect for trajectory on arousal, F(1, 19) = 6.7, p = .02, η² = .14, identified in Study 1, as well as a main effect on valence, F(1, 16) = 10.2, p = .006, η² = .2, wherein approaching characters elicited more negative affect than a static distanced animation. Implications for future research and affective design of educational technology include selecting salient features for manipulation, appropriate difficulty in gameplay, and target population ages for EF training.
- 일반주제명
- Educational psychology
- 일반주제명
- Educational technology
- 일반주제명
- Educational leadership
- 키워드
- Affective design
- 키워드
- Virtual reality
- 기타저자
- New York University Administration Leadership and Technology
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152651
■006m o d
■007cr#unu||||||||
■020 ▼a9798384435235
■035 ▼a(MiAaPQ)AAI31486801
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHovey, Chris.
■24510▼aVisual Affective Design Factors for Learning in Virtual Reality
■260 ▼a[Sl]▼bNew York University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a125 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Plass, Jan L.
■5021 ▼aThesis (Ph.D.)--New York University, 2024.
■520 ▼aThis dissertation examines the affective qualities of non-player character motion in a Virtual Reality (VR) cognitive training game, their impact on players' core affective experiences, game performance, and cognitive training outcomes. How do the movements of game characters in a VR environment affect players' experienced emotions, gameplay outcomes, and cognitive training? Two experiments were conducted to answer the research question. In Study 1 participants rated three character animations both approaching and staying at a static distance in a non-gaming context using the Self-Assessment Manikin. Results of the RM ANOVA indicated a strong main effect of high arousal for approaching characters versus static distance characters, F(1, 13) = 17.43, p = .001; η² = .3. Study 1 additionally identified a moderate main effect for animation path on valence, F(2, 162) = 8.29, p .001, η² = .09, with participants reporting a neutral valence for the simple "zipline" and a slightly positive valence for the more complex "meander" path. For Study 2, two versions of a VR application for training Executive Functions of shifting, named All You Can E.T.-VR, were created, each utilizing either a high or low arousal animation from Study 1. Results in Study 2 confirmed the main effect for trajectory on arousal, F(1, 19) = 6.7, p = .02, η² = .14, identified in Study 1, as well as a main effect on valence, F(1, 16) = 10.2, p = .006, η² = .2, wherein approaching characters elicited more negative affect than a static distanced animation. Implications for future research and affective design of educational technology include selecting salient features for manipulation, appropriate difficulty in gameplay, and target population ages for EF training.
■590 ▼aSchool code: 0146.
■650 4▼aEducational psychology
■650 4▼aEducational technology
■650 4▼aEducational leadership
■653 ▼aAffective design
■653 ▼aCognitive training
■653 ▼aVirtual reality
■690 ▼a0525
■690 ▼a0710
■690 ▼a0449
■71020▼aNew York University▼bAdministration, Leadership, and Technology.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163309▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
