Cognitive Development and Virtual Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction

• In Event: 52.056 - Presence, Engagement, and Learning in Immersive Virtual Reality and Educational Games

Abstract

This study investigated relationships between students’ cognitive development and perceptions of presence with a 3-dimensional (3-D), haptic-enabled (HE), virtual reality (VR) system. Student participants (75 in sixth and 76 in ninth grade) completed a learning activity on the human heart using a 3-D, HE VR technology system. Participants were surveyed to evaluate their perceptions (i.e. control, sensory, distraction, and realism) of presence. Cognitive development was evaluated using an inventory of Piagetian tasks. Although presence was not significantly different between grade levels, sixth grade students’ cognitive development in spatial rotation and angular geometry was positively correlated to their presence scores in control and negatively correlated in distraction. Results suggest that developmental aspects contribute to younger users’ perceptions of virtual presence.

Authors

• Rebecca Hite, Texas Tech University

• M. Gail Jones, North Carolina State University

• Gina Childers, University of North Georgia

• Megan Ennes, North Carolina State University

• Katherine Chesnutt, North Carolina State University

• Mariana Pereyra, North Carolina State University

• Emily Cayton, North Carolina State University