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| Title: | Training in affectively intense virtual environments |
| Author (s): | Hall, Richard H. Hilgers, Michael Gene Hortenstine, J. M. Leu, Ming C. Reddy, Madhu Walker, C.P. Wilfred, L. M. |
| Department/Lab Affiliations: | Business & Information Technology Center for Technology-Enhanced Learning (CTEL) Information Science & Technology Intelligent Systems Center Laboratory for Information Technology Evaluation - LITE Mechanical & Aerospace Engineering Virtual Reality & Rapid Prototyping Lab |
| Keywords: | Autonomic arousal Intense environment VR environment |
| Subject Terms: | Virtual reality. |
| Issue Date: | 2004 |
| Publisher: | Association for the Advancement of Computing in Education |
| Citation: | Wilfred, L., Hall, R., Hilgers, M., Leu, M., Hortenstine, J., Walker, C., and Reddy, M. (2004). "Training in Affectively Intense Virtual Environments." In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 2233-2240). Chesapeake, VA: AACE. |
| Abstract: | The purpose of this research was to examine the impact of affective intensity of a virtual reality (VR) training environment on learning, as demonstrated by performance within a “real life”, affectively intense environment. Participants completed a VR “training” scenario in which they were required to locate victims of a terrorist attack either in an “affectively intense” or “neutral” environment. Participants then attempted to locate the rooms containing the victims within the actual building, the VR environment was modeled on, as they listened to affectively intense audio. The major findings were: 1) Those who trained in the affectively intense environment performed substantially better in the “real” environment; 2) Participants in the two environments did not differ with respect to autonomic arousal or perceived presence; and 3) Those more experienced with computer games reported a higher degree of presence in the virtual environment and performed better in the “real” environment. |
| Type: | Article - Conference proceedings text |
| Copyright Notice: | This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder. FULL COPYRIGHT INFORMATION: |
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| title | Training in affectively intense virtual environments |
| contributor.author | Hall, Richard H. |
| contributor.author | Hilgers, Michael Gene |
| contributor.author | Hortenstine, J. M. |
| contributor.author | Leu, Ming C. |
| contributor.author | Reddy, Madhu |
| contributor.author | Walker, C.P. |
| contributor.author | Wilfred, L. M. |
| contributor.deptlab | Business & Information Technology |
| contributor.deptlab | Center for Technology-Enhanced Learning (CTEL) |
| contributor.deptlab | Information Science & Technology |
| contributor.deptlab | Intelligent Systems Center |
| contributor.deptlab | Laboratory for Information Technology Evaluation - LITE |
| contributor.deptlab | Mechanical & Aerospace Engineering |
| contributor.deptlab | Virtual Reality & Rapid Prototyping Lab |
| subject | Autonomic arousal |
| subject | Intense environment |
| subject | VR environment |
| subject.LCSH | Virtual reality. |
| date.issued | 2004 |
| publisher | Association for the Advancement of Computing in Education |
| identifier.URI | |
| identifier.URI | |
| identifier.citation | Wilfred, L., Hall, R., Hilgers, M., Leu, M., Hortenstine, J., Walker, C., and Reddy, M. (2004). "Training in Affectively Intense Virtual Environments." In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 2233-2240). Chesapeake, VA: AACE. |
| description.abstract | The purpose of this research was to examine the impact of affective intensity of a virtual reality (VR) training environment on learning, as demonstrated by performance within a “real life”, affectively intense environment. Participants completed a VR “training” scenario in which they were required to locate victims of a terrorist attack either in an “affectively intense” or “neutral” environment. Participants then attempted to locate the rooms containing the victims within the actual building, the VR environment was modeled on, as they listened to affectively intense audio. The major findings were: 1) Those who trained in the affectively intense environment performed substantially better in the “real” environment; 2) Participants in the two environments did not differ with respect to autonomic arousal or perceived presence; and 3) Those more experienced with computer games reported a higher degree of presence in the virtual environment and performed better in the “real” environment. |
| type | Article - Conference proceedings |
| type.DCMIType | text |
| type.status | Postprint |
| rights | This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder. |
| rights.URI | |
| date.accessioned | 2007-04-11T17:00:48Z |
| date.available | 2007-04-11T17:00:48Z |
| identifier.persist.URI |