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The tension between abstract and realistic visualization in VR learning applications for the classroom

dc.contributor.authorLeonhardt, Thiemo
dc.contributor.authorLilienthal, Lanea
dc.contributor.authorBaberowski, David
dc.contributor.authorBergner, Nadine
dc.contributor.editorRöpke, René
dc.contributor.editorSchroeder, Ulrik
dc.date.accessioned2023-08-30T09:09:35Z
dc.date.available2023-08-30T09:09:35Z
dc.date.issued2023
dc.description.abstractWhile learning applications such as driving simulations aim for the most realistic experience possible, learning in other applications can be hindered by unintentional distractions. Similarly, VR learning applications with a high sense of presence address the learner's attention as well as the emotional component of learning. A high sense of presence can also evoke negative feelings in learners due to the emotional component and thus hinder the learning process. With this tension in mind, this paper analyses two different VR learning applications. The results show no effect of abstract visualization in contrast to realistic, high visualization on user preference and usability between both applications with constant high presence.en
dc.identifier.doi10.18420/delfi2023-31
dc.identifier.isbn978-3-88579-732-6
dc.identifier.pissn1617-5468
dc.identifier.urihttps://dl.gi.de/handle/20.500.12116/42191
dc.language.isoen
dc.publisherGesellschaft für Informatik e.V.
dc.relation.ispartof21. Fachtagung Bildungstechnologien (DELFI)
dc.relation.ispartofseriesLecture Notes in Informatics (LNI) - Proceedings, Volume P-322
dc.subjectVisualization
dc.subjectPresence
dc.subjectVR
dc.subjectLearning
dc.titleThe tension between abstract and realistic visualization in VR learning applications for the classroomen
dc.typeText/Conference Paper
gi.citation.endPage198
gi.citation.publisherPlaceBonn
gi.citation.startPage193
gi.conference.date11.-13. September 2023
gi.conference.locationAachen
gi.conference.reviewfull
gi.conference.sessiontitleConversational Systems und Virtual Reality

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