Measures of presence, enjoyment, entitativity, and realism increased over a 10-week networked-VR course, suggesting XRCL advantages may grow as participants adapt¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a 10-week online course where 81 students met eight times using networked VR, all measured variables including self-presence, social presence, physical presence, enjoyment, entitativity, and realism increased over time. → Guido Makransky · Gustav Bøg Petersen 2023

Evidence¶

Guido Makransky · Gustav Bøg Petersen 2023¶

Guido Makransky · Gustav Bøg Petersen. (2023). The Theory of Immersive Collaborative Learning (TICOL). Educational Psychology Review. https://doi.org/10.1007/s10648-023-09822-5

q2 · i? · theoretical · r3

The review reports, citing Han et al. (2022), a study of collaborative learning in a higher education 10-week online course where 81 students met eight times using networked VR. All measured variables increased over time, suggesting XRCL advantages may increase as participants adapt and novelty effects fade. No effect size is printed.

"The results showed that all measures including self-presence, social presence, physical presence, enjoyment, entitativity (degree to which a collection of people is perceived as a single, unified entity; Campbell, 1958), and realism (perceived photorealism of the VR environment and people) increased over time, suggesting that the advantages of XRCL may increase as participants adapt to the medium and are no longer affected by the novelty of the technology (Han et al., 2022)."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Perceived presence and co-presence in a collaborative setting were higher in XRCL than in computer-based collaborations — related
• Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774) — reports the opposite
• Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — related
• Learning motivation and perceived social presence are both positively associated with learner engagement in agentic AI-supported online learning — related