| Presence relates to distinct outcomes in two virtual environments employing different learning modalities. | |
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MedLine Citation:
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PMID: 19366319 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement. |
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Authors:
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Susan Persky; Kimberly A Kaphingst; Cade McCall; Christina Lachance; Andrew C Beall; Jim Blascovich |
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Publication Detail:
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Type: Journal Article; Research Support, N.I.H., Intramural |
Journal Detail:
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Title: Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society Volume: 12 ISSN: 1557-8364 ISO Abbreviation: Cyberpsychol Behav Publication Date: 2009 Jun |
Date Detail:
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Created Date: 2009-06-08 Completed Date: 2009-08-21 Revised Date: 2012-03-08 |
Medline Journal Info:
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Nlm Unique ID: 9804397 Medline TA: Cyberpsychol Behav Country: United States |
Other Details:
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Languages: eng Pagination: 263-8 Citation Subset: IM |
Affiliation:
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National Human Genome Research Institute, Bethesda, Maryland 20892, USA. perskys@mail.nih.gov |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Adolescent Adult Attitude to Computers Comprehension Computer-Assisted Instruction / methods* Culture* Female Health Behavior Health Education Humans Male Motivation Probability Learning Questionnaires Reality Testing* Risk Assessment Social Environment Software Design Transfer (Psychology) User-Computer Interface* Young Adult |
| Grant Support | |
ID/Acronym/Agency:
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Z01 HG200321-03/HG/NHGRI NIH HHS; Z99 HG999999/HG/NHGRI NIH HHS |
| Comments/Corrections | |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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