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Emotional Design in Virtual Reality for Preclinical Dental Training
Emotional Design in Virtual Reality for Preclinical Dental Training
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151015
- ISBN
- 9798382765761
- DDC
- 371
- 서명/저자
- Emotional Design in Virtual Reality for Preclinical Dental Training
- 발행사항
- [Sl] : New York University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 209 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
- 주기사항
- Advisor: Plass, Jan L.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2024.
- 초록/해제
- 요약Virtual reality is a promising new tool for preclinical training in the health sciences, but the appearance of virtual patients, and the extent to which the eeriness of virtual patients impacts learning outcomes, is an under-examined design feature. This study applies principles of Emotional Design to investigate how the visual design of virtual patients impacts learning outcomes for preclinical dental students. Participants were dental students using a virtual reality module to learn to perform the inferior alveolar nerve block, an anesthetic injection, as part of a course requirement. Participants completed the training on one of two virtual patients: a previously designed patient lacking details like hair (Condition 1), and a redesigned virtual patient judged to appear less eerie in pretests (Condition 2). While average ratings of eeriness did not differ between conditions, participants in Condition 1 were less satisfied with how true-to-life the virtual patient appeared. Results revealed that after accounting for eeriness ratings, participants in Condition 1 reported more negative emotional valence after the training, higher extraneous cognitive load, and improved scores on the comprehension test compared to participants in Condition 2. Participants in both conditions made more errors in the assessment mode of the module when they rated the patient as more eerie. Physiological data and interviews with course TAs who administered the training add context to these findings. The impact of visual design is interpreted through the lenses of the Cognitive Theory of Multimedia Learning and Integrative Model of Emotion in Game-based Learning, and drive recommendations for the design of similar educational virtual reality content.
- 일반주제명
- Educational technology
- 일반주제명
- Educational philosophy
- 일반주제명
- Dentistry
- 일반주제명
- Health education
- 키워드
- Emotional design
- 키워드
- Virtual reality
- 기타저자
- New York University Administration Leadership and Technology
- 기본자료저록
- Dissertations Abstracts International. 85-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382765761
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aBrenner, Corinne.
■24510▼aEmotional Design in Virtual Reality for Preclinical Dental Training
■260 ▼a[Sl]▼bNew York University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a209 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: B.
■500 ▼aAdvisor: Plass, Jan L.
■5021 ▼aThesis (Ph.D.)--New York University, 2024.
■520 ▼aVirtual reality is a promising new tool for preclinical training in the health sciences, but the appearance of virtual patients, and the extent to which the eeriness of virtual patients impacts learning outcomes, is an under-examined design feature. This study applies principles of Emotional Design to investigate how the visual design of virtual patients impacts learning outcomes for preclinical dental students. Participants were dental students using a virtual reality module to learn to perform the inferior alveolar nerve block, an anesthetic injection, as part of a course requirement. Participants completed the training on one of two virtual patients: a previously designed patient lacking details like hair (Condition 1), and a redesigned virtual patient judged to appear less eerie in pretests (Condition 2). While average ratings of eeriness did not differ between conditions, participants in Condition 1 were less satisfied with how true-to-life the virtual patient appeared. Results revealed that after accounting for eeriness ratings, participants in Condition 1 reported more negative emotional valence after the training, higher extraneous cognitive load, and improved scores on the comprehension test compared to participants in Condition 2. Participants in both conditions made more errors in the assessment mode of the module when they rated the patient as more eerie. Physiological data and interviews with course TAs who administered the training add context to these findings. The impact of visual design is interpreted through the lenses of the Cognitive Theory of Multimedia Learning and Integrative Model of Emotion in Game-based Learning, and drive recommendations for the design of similar educational virtual reality content.
■590 ▼aSchool code: 0146.
■650 4▼aEducational technology
■650 4▼aEducational philosophy
■650 4▼aDentistry
■650 4▼aHealth education
■653 ▼aEmotional design
■653 ▼aInferior alveolar nerve block
■653 ▼aGame-based learning
■653 ▼aPreclinical education
■653 ▼aVirtual reality
■690 ▼a0710
■690 ▼a0998
■690 ▼a0567
■690 ▼a0680
■71020▼aNew York University▼bAdministration, Leadership, and Technology.
■7730 ▼tDissertations Abstracts International▼g85-11B.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160414▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
