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dc.contributor.authorReiners, Torsten
dc.contributor.authorWood, L.
dc.contributor.authorGregory, S.
dc.contributor.editorB Hegarty, J McDonald and S.-K. Locke
dc.date.accessioned2017-01-30T10:26:03Z
dc.date.available2017-01-30T10:26:03Z
dc.date.created2014-12-21T20:00:34Z
dc.date.issued2014
dc.identifier.citationReiners, T. and Wood, L. and Gregory, S. 2014. Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training, in Hegarty, B. and McDonald, J. and Loke, S. (ed), Proceedings of the 31st Annual Ascilitite Conference (ascilite 2014): Rhetoric and Reality: Critical perspectives on educational technology, Nov 23-26 2014, pp. 171-181. Dunedin, NZ: University of Otago.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/2778
dc.description.abstract

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D representations of real business environments to provide an authentic learning activity for higher education students to take part in. However, the controls and displays are still clunky and unnatural, reducing the opportunity for students to immerse themselves in the event and focus on experiential learning. To overcome this challenge we examine the role of using a headset display that allows the user to change perspective with a flick of the head, improving their ability to ‘feel’ part of the environment, and thus increase their immersion in the activities that they are engaged in through more realistic control and improved perspective in the virtual environment. A series of experiments are conducted comparing the technology to established technologies and the level of control exerted by the learner (e.g., they either ‘control’ or they ‘passively observe’ as someone else controls). These experiments provide evidence that consumer-technology can improve immersion and equip educators with an affordable instrument to present classes that learners ‘take more seriously’.

dc.publisherOtago Polythecnic
dc.relation.urihttps://app.box.com/s/016cdyv8dq1pp0yhp1vw#/s/016cdyv8dq1pp0yhp1vw/2/2704865198/23032569800/1?&_suid=1419299757775013498089491340942
dc.subjectGartner’s Hype Cycle
dc.subjectSecond Life
dc.subjectvirtual worlds
dc.titleExperimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training
dc.typeConference Paper
dcterms.source.startPage171
dcterms.source.endPage181
dcterms.source.titleRhetoric and Reality: Proceedings ASCILITE Dunedin 2014
dcterms.source.seriesRhetoric and Reality: Proceedings ASCILITE Dunedin 2014
dcterms.source.isbn9780473307509
dcterms.source.conferenceASCILITE 2014
dcterms.source.conference-start-dateNov 23 2014
dcterms.source.conferencelocationDunedin, New Zealand
dcterms.source.placeDunedin, NZ
curtin.note

This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/. Please refer to the licence to obtain terms for any further reuse or distribution of this work.

curtin.departmentSchool of Information Systems
curtin.accessStatusOpen access


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